As TCSJ looks for ways to identify, assess, analyze and understand student learning, educational effectiveness, and use of resources in our school of education, meaningful and valuable program review is essential. Annual Program Reviews (APRs) are aligned to the purpose of the college: mission, values, and Core Learning Outcomes (CLO). Each year, TCSJ's Office of Institutional Research compiles direct and indirect evidence regarding our ability to serve students and effectively adhere to our purpose.

Five Core Learning Outcomes drive TCSJ programs:

  1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
  2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
  3. TCSJ graduates sustain a practice of innovation and reform.
  4. TCSJ graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.
  5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
Overview of Five Year TCSJ Program Review Purpose and Users of APR and CPR Assessment Plan for Program Review

Master of Education

Have formal learning outcomes been developed? Yes
  • Institutional: Core Learning Outcomes
  • Program: Student Learning Outcomes
Where are they published??
  • TCSJ Website
  • TCSJ Assessment Plan for Program Review – Cycle Reports
  • TCSJ Catalog
  • Course Syllabi
Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree?
Direct:
  • Capstone Projects for M.Ed.
  • Licensure Exams
  • Fieldwork Observations
  • Internship
  • Embedded Assignments and Projects (within courses)
Indirect:
  • Student Surveys (Program)
  • Faculty Surveys
  • Course Evaluations
  • Graduate Surveys (Credential and M.Ed.)
  • Institutional Data
  • Employer Surveys
  • Masters projects reflections
Who interprets the evidence? What is the process?
Direct Evidence:
In an effort to facilitate continuous improvement practices direct evidence is regularly reviewed by program directors, program advisors, the TCSJ leadership team and program faculty. Semi-annual meetings with this group conduct an analysis of a variety of data artifacts, such as student work from course assignments and capstone projects. Reflections on the effectiveness of meeting student learning outcomes, as well as evaluating level of rigor, prompts actions to revise, align and update courses, including course assignments or capstone projects as needed. Course Development Worksheets are completed by faculty and used to record changes.
Indirect Evidence:
At monthly Leadership Team meetings, different types of data are reviewed and discussed related to program effectiveness. Results prompt actions needed for revisions. Appropriate data is also shared with faculty throughout the year, discussed, and results may prompt changes as needed.
How are the findings used?
Faculty use end-of-course evaluations to make adjustments to course and consider ways to improve their teaching practices; course-alike faculty are convened post-course to discuss implementation of student learning outcomes and make changes as needed. In addition, some grading rubrics may be re-written.
Institution-wide changes are facilitated by TCSJ’s Institutional Researcher and new outcomes are generated by the Leadership Team. Much of the evidence also informs the cycle reports and comprehensive program review. Ultimately, updates to the Strategic Plan and further decisions for program modifications are made by the Leadership Team and shared with the faculty at-large at professional learning events (whole faculty, course alike or program faculty)
What was the date of the last program review for this degree program?
  • Fall 2020 (annual)

Historically, TCSJ has experienced strong enrollment and retention of students (see figure 1 below). Enrollment in the IMPACT credential program mirrors the teacher shortage trends in California and the annual attrition rates (2020 TCSJ Graduation and Attrition) of candidates remain consistently low (less than 5% each year). Also noteworthy is the college's five-year retention in education data of credential graduates. Enrollment in Graduates Studies has risen each year. Students choose TCSJ due to low tuition costs, attractive programs, and convenience (data from student surveys 2012 - 2019). Further, the overall retention rate for MEd candidates approaches 90% which compares to or exceeds other graduate schools of education.

M.Ed. Graduation

The graduation rates provide data that will inform the advisement process for incoming students. For example, while it is possible for students to complete all course requirements for each of the concentrations in three semesters, the graduation rates indicate that it is more likely to take them an average of 4.87 semesters to finish.

M.Ed. Retention

Overall, the retention rate for all TCSJ M.Ed. students is 88.3%. The high retention rates for each of the concentrations, as well as the overall program, indicate that students are persistent in their pursuit to complete the requirements for graduation.

M.Ed. Attrition

As of July 18, 2019, 1020 students have enrolled in the M.Ed. program at TCSJ. As of this date, 820 of those students have graduated or remain in the program. The overall attrition rate for the years 2009-2019 is 11.4%.

IMPACT Intern Five-Year Retention

The Learning Policy Institute (LPI, Aug. 2017) report on trends in teacher attrition revealed substantial increases in the percentage of teachers leaving education over the past two decades. Nationally, 17% of new teachers leave the profession within the first five years. Teacher attrition is especially high in poor, urban schools where about a fifth of the entire faculty leaves each year.

The 2014 IMPACT credential graduates were surveyed to determine their five-year retention in teaching rate. Of the 98 graduates, 86 (87.8%) responses were received. Responses revealed that five years after earning a preliminary credential, 84 of the 86 (98%) respondents of the 2014 graduates remain in education.

The primary purpose of the Comprehensive Program Review (CPR) was to examine, assess, and critique the academic program reviews completed for each of the cycles in the TCSJ Program Reviews with the ultimate focus to strengthen academic programming. TCSJ's Office of Institutional Research convened a committee to review all program reviews completed according to schedule. The CPR Team considered the quality and viability of each credential and/or academic concentration in the MEd degree program. Information gathered in the course of the CPR was used to evaluate strengths and weaknesses, determine future priorities, and thus assist in providing information for the decision-making process.

The ratio of Total Full Time Faculty to Total Student Enrollment is a measure used to determine a level of service provided to students. The overall ratios for M.Ed. program include faculty for the core coursework. The ratios of faculty to student numbers for the M.Ed. concentrations are determined from numbers of faculty who teach the elective coursework.

The faculty to student ratios have remained consistent in both departments from December 31, 2016 through December 31, 2019. Over the years, a majority (>70%) of students from all programs report feeling strong support from faculty and staff. They feel comfortable reaching out to faculty for extra help (>80%), and well pleased with the support and treatment from staff (>90%).