This 2012 Education Preparation Performance Report, recently released by the Ohio Board of Regents, reaffirms what Heidelberg’s School of Education has known for some time: the program prepares and graduates effective educators.
Heidelberg was among seven of Ohio’s 51 teacher preparation programs that had more than 95 percent of its recent graduates meet or exceed a measure called “value-added,” a statistical measure that shows whether students made a year’s worth of academic progress in a given year, regardless of what they knew at the start of the year. The report includes people who teach math and reading in grades 4-8 for the past three years.
On teacher licensure test scores during 2010-11, Heidelberg had 28 students complete their teacher licensure programs and 100 percent of these students passed their licensure tests. This exceeded the state average of 96 percent. The report rated this area as “effective” since the percentage of completers who passed their licensure tests was greater than 80 percent. The 2012 program completers had an average ACT score of 23 (state average of 23) and an average GPA of 3.51 (state average of 3.43.) when admitted to the program. In terms of those entering the program in 2012, HU admitted 31 candidates with an average GPA of 3.47 (state average 3.35) and an ACT average of 24 (state average (22.75).
In terms of field and clinical experiences, the data reflects the HU teacher licensure program’s commitment to clinical education. The minimum number of field/clinical hours required of candidates in HU’s programs was 572 (state average of 460) with a potential of obtaining 698 hours of clinical experience (depending on licensure program). In addition, Heidelberg requires candidates to complete a 15-week internship and four weeks of full-time teaching while the state requires a 12-week internship with four weeks of full-time teaching).
Of the candidates graduating in 2012, 100 percent successfully completed the first year of the Ohio Department of Education’s Resident Educator program, the teacher development system designed to improve teacher retention and increase student learning. The first year of the system was school year 2011-12, and the report shows that Heidelberg had 20 graduates employed as teachers during this school year and all successfully completed their first year of residency.