College of Arts and Sciences – Department of Education Accreditation

For CAEP Annual Measure 1 (Completer Effectiveness), the NYIT Department of Education has been investigating strategic options for tracking completers, such as a case study, to gather evidence. In order to get the most feasible participation, while protecting our program completers from any untoward burden of participation, we decided to conduct a limited case study which includes the following:

– An interview with our completers with questions that could give insights into how the program helped them with making a positive impact on their P12 student learning

– Optional sharing of their APPRs to get data regarding their classroom practices based on observations by their employer (principal, dean, etc.)

– Optional sharing of any formative assessments that they use in their classrooms – pre- and post- data that could demonstrate learning changes.

Overall, completers across all three programs report using various formative assessments to measure student learning growth and making curriculum modifications for students at various levels of achievement. Program completers indicated that student growth was accelerated through these informal, formative assessments and strategies for differentiated instruction they learned from the EPP coursework. Completers teaching the early grade levels particularly mentioned seeing tremendous growth in language proficiency among English Language Learners in their classroom. Some mentioned implementing social emotional learning lessons based on student data.

Completers teaching in upper grade levels also emphasized helping close the learning gap using data from informal and formal assessments that they learned about in their program at the EPP. Across grade levels all completers acknowledged the EPP programs had prepared them in three major areas that impact student learning – lesson planning with an emphasis on assessment (including backward design and UDL), technology integration, and culturally responsive teaching. One area that they report needed further guidance on is classroom and behavior management – the inability of students to regulate their own emotions was reported as having a negative impact on teaching and learning.

(a) Satisfaction of employers (Component R4.2 | RA4.1)

Employer satisfaction data is collected every two years during the spring semester. The survey consists of 19 items that ask the employer to specify his/her level of satisfaction with the classroom teacher who was a recent graduate of the initial teacher preparation program at the New York Institute of Technology (NYIT) working in the employer’s school/district.

In addition, the survey asks the employer if he/she plans to continue to employ a teacher who obtained a degree through NYIT and asked how the NYIT completer compares with graduates from other schools (1=not prepared, 2=equally prepared, 3=well prepared, 4=extremely well prepared).

The 19 items were also aligned to the 10 InTASC Standards and are reported by standard and theme. In the design of the individual survey items the EPP was careful to make sure each item only has a single subject. Leading questions were carefully avoided. Items are stated in terms of behaviors observable by the employer.

The last round of data collection was April 2023, with a 35% total response rate. For the initial teacher preparation programs, the overall employer satisfaction rating was 3.75 on a 4-point scale (with 4 meaning very satisfied with the quality of our completers). By program, the satisfaction results were: 3.72 for M.S. Childhood Education; 3.81 for M.S. Early Childhood Education; and 3.63 for Master of Arts in Teaching. Over the last three cycles, there were no responses that rated program graduates below 3 out of 4.

The next employer survey was sent out in Spring 2025.

(b) Stakeholder involvement (Component R5.3 | RA5.3)

The New York Institute of Technology (NYIT) Education Department fosters collaboration among students, faculty, alumni, K-12 schools, and policymakers to create a dynamic educator preparation program (EPP). The EPP involves students through town halls to provide input on curriculum and policies, while offering workshops, career resources, and certification assistance to support student success. Faculty are engaged in governance, research collaborations, and professional development to maintain a high-quality academic environment. Alumni contribute through mentorship, networking, and feedback to improve student experiences.

Partnerships with local K-12 schools provide hands-on training and research opportunities, while the Education Advisory Board, comprising educators, administrators, and policymakers, guides the EPP’s vision, curriculum, and partnerships. The board helps align the program with the needs of schools and fosters connections for teaching placements and professional development. Additionally, faculty engage in policy advocacy, contributing expertise on issues like funding, curriculum, and equity. Through these efforts, the EPP strengthens its impact on education, preparing future educators and policymakers to drive positive change in schools and communities.

Finally, alumni survey data is collected every two years to collect additional stakeholder feedback. Alumni rated how well the program prepared them for their positions in education. The last round of data collection was March 2023. The overall rating for initial preparation programs was 3.58 on a 4-point scale with a rating of 4 meaning very well prepared. The initial program alumni had a response rate of 20%. By program, the results were: 3.5 for M.S. in Childhood Education; 4 for M.S. Early Childhood Education; and 3.6 for Master of Arts in Teaching.

The next alumni survey was sent out in Spring 2025.

Graduates by Academic Year 2023–2024

In order to be approved for graduation, candidates must successfully complete all program course requirements with a minimum G.P.A. of 3.0, demonstrate professional dispositions, complete all required state workshops, document minimum clinical experience hours for the program, and be approved and recommended by the program chairperson.

Total number of initial program completers in AY 2023–2024: 17

Ability of Completers to Meet Licensing and State Requirements

Passing rates are calculated based upon the test results that were reported to New York Tech from NYSED as of December 31, 2024. Candidates take the exams towards the end of their program, or even after program completion. New York Tech does not receive the test results of those teacher candidates who choose not to list an EPP affiliation on their registration, which can impact our overall pass rates.

The data below is calculated to the best of our ability.

Not all candidates seek certification after graduation if they are working in private/charter schools, relocate outside of New York, or take time off before gaining employment. Additionally, not all students and their certification information can be located in the NY State Teacher Certification System (TEACH), due to name changes. Candidate employment is only recorded if the alumni self-report their employment status to the department.

Results are reported as of cohort year admitted, not the number of graduates in that academic year. Depending on the speed in which a student takes the program, it can alter how long it takes them to graduate.