Satisfaction of completers

Annual Reporting Measure Four - Component 4.4

To understand the satisfaction of students with the W&M initial teacher preparation programs, we administered a survey to 198 program completers. The completers’ names were derived from a list provided by the state of Virginia from the initial teacher preparation programs for the years 2015-2020 as well as internal alumni records. Of these 198 completers, we obtained 62 responses for a response rate of 31%.

The survey framework was based upon the 10 InTASC standards about how well a W&M graduate was prepared to implement these standards in the classroom. The survey asked the completer to rate their preparation on a scale of 1 to 3, with a response of 1 indicating Not Prepared, and a response of 3 indicating Well Prepared.

Question Number of respondents Minimum Maximum Average Standard Deviation
Please indicate how prepared you felt based on your teacher preparation program at William & Mary in the following domains:
Design and implement developmentally appropriate and challenging learning experiences, based on my understanding of how students grow, learn, and develop.  CAEP-ACC-2013.2.2 INTASC-2011.1 60 1 3 2.37 0.551
Use my understanding of diverse cultures and individual differences to ensure inclusive learning environments that enable each learner to meet high standards.  CAEP-ACC-2013.2.2 INTASC-2011.2 60 1 3 2.23 0.593
Create environments that support learning, encourage positive social interaction, and promote active engagement and self motivation. CAEP-ACC-2013.2.2 INTASC-2011.3 60 1 3 2.42 0.619
Use my understanding of the content and structure of the discipline I teach, as well as my knowledge of State Standards, to create learning experiences that assure mastery of the content.  CAEP-ACC-2013.2.2 INTASC-2011.4 60 1 3 2.58 0.591
Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic issues.  CAEP-ACC-2013.2.2 INTASC-2011.5 60 1 3 2.30 0.591
Use multiple methods of formative and summative assessment and use results to engage learners in their own growth, monitor student progress, and improve instruction and student performance. CAEP-ACC-2013.2.2 INTASC-2011.6 60 1 3 2.53 0.596
Plan units and individual lessons that support every student in meeting learning goals by drawing upon knowledge of content, curriculum, other disciplines, pedagogy, and student learning. 60 1 3 2.62 0.524
Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and to build skills to apply knowledge in meaningful ways. CAEP-ACC-2013.2.2 INTASC-2011.8 60 1 3 2.47 0.536
Evaluate and reflect upon my practice, and adapt my practice to improve instruction and meet the needs of each learner. CAEP-ACC-2013.2.2 INTASC-2011.9 60 2 3 2.65 0.481
Communicate and collaborate effectively with families, colleagues, school professionals, and community members to ensure learner growth and advance the profession. CAEP-ACC-2013.2.2 INTASC-2011.10 60 1 3 2.30 0.591
Seek appropriate leadership opportunities and engage in ongoing professional learning in order to improve student learning and advance the profession. 60 1 3 2.28 0.613
Utilize technology, as needed, to improve instruction and advance student learning. 60 1 3 2.50 0.597

In addition to asking students about individual competencies, we asked students about their overall perceptions of program quality.  Students responded to the following questions using a 5-point scale with 1 indicating “Extremely Dissatisfied”, and 5 indicating “Extremely Satisfied”.  Given the average score of 4.19, students were clearly satisfied with their preparation.

Question Number of respondents Minimum Maximum Average Standard Deviation
It is the goal of the School of Education to provide exemplary preparation for aspiring and practicing education professionals. Please rate your general level of satisfaction with the preparation that you received in the School of Education. 62 2 5 4.19 0.81

Finally, we asked students to compare themselves with their peers on a scale of 1 to 4, with a 1 indicating Not Effective, and a 4 indicating Highly Effective.  On the whole, students indicated that they felt that they were as or more effective than their peers.

Question Number of respondents Minimum Maximum Average Standard Deviation
Compared to your professional peers, how effective do you feel in the role for which your degree from William & Mary has prepared you? 62 2 5 4.52 0.65

Survey results were compared to last years’ result.  In general, survey results were consistent from year to year.

Component A.4.2

In order to understand the satisfaction of alumni with W&M advanced programs we administered a survey to alumni of the School Psychology, School Counseling and K12 Administrative Programs.  Because of small response sizes, we aggregated data from these advanced programs to protect student privacy.  We determined the alumni from an IPALS records from the state of Virginia as well as internal alumni records. Of these 111 alumni surveyed, we obtained 28 responses specific to licensure programs for a 25% response rate. The survey asked the alumni to rate their satisfaction with the program. The alumni reported their satisfaction with W&M program on a 5-point scale with 1 indicating “Extremely Dissatisfied” and 5 indicating “Extremely Satisfied.”  Alumni all indicated that they were satisfied with the quality of W&M programs (M=4.25, SD=0.83).  This represents no statistically significant change from last years’ administration.