Satisfaction of employers and employment milestones

Annual Reporting Measure Three - Component 4.3

To understand the satisfaction of employers with W&M teacher preparation program graduates, we administered a survey to 112 employers.  We determined the employers from a list provided by the state of Virginia of graduates from our initial teacher preparation programs for the years 2015-2020 as well as using data from previous survey administrations. We then researched the backgrounds of teachers listed in these reports and to the best of our ability, determined their employment status and potential employers.  As these lists cannot be verified, we do not fully know the accuracy of this information.   Of these 112 employers, we obtained 40 responses for a 36% response rate. The survey asked the supervisor to rate the competency of the completer about attributes based on the 10 InTASC standards on a scale of 1 to 3, with a response of 1 indicating Not Prepared, and a response of 3 indicating Well Prepared.  The results are as follows:

N Minimum Maximum Mean Std Deviation
Design and implement developmentally appropriate and challenging learning experiences, based on their understanding of how students grow, learn, and develop. CAEP-ACC-2013.2.2 INTASC-2011.1 37 2 3 2.65 0.484
Use their 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 38 2 3 2.58 0.500
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 38 2 3 2.53 0.506
Use their understanding of the content and structure of the discipline they teach, as well as their knowledge of the State Standards to create learning experiences that assure mastery of the content. CAEP-ACC-2013.2.2 INTASC-2011.4 38 2 3 2.61 0.495
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 38 2 3 2.53 0.506
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 38 2 3 2.66 0.481
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.  CAEP-ACC-2013.2.2 INTASC-2011.7 38 2 3 2.63 0.489
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 38 2 3 2.50 0.507
Evaluate and reflect upon their practice, and adapt their practice to improve instruction and meet the needs of each learner. CAEP-ACC-2013.2.2 INTASC-2011.9 38 2 3 2.55 0.504
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 38 2 3 2.46 0.505
Seek appropriate leadership opportunities and engage in ongoing professional learning in order to improve student learning and advance the profession. 38 1 3 2.53 0.603
Utilize technology, as needed, to improve instruction and advance student learning. 38 2 3 2.68 0.471

The survey also asked about employer perceptions of employee efficacy.  Employees were rated on a scale of 1-4 with 1 equating to not effective, and 4 equating to highly effective.

N Minimum Maximum Mean Std Deviation
Compared to other individuals in a similar position(s) in your organization, how effective is this graduate of W&M (or these graduates) in their role? 40 3 4 3.67 0.47

The survey also asked about employer satisfaction with employees.  Employees were rated on a scale of 1-4 with 1 equating to “Not Satisfied” and 4 equating to “Extremely Satisfied.”

N Minimum Maximum Mean Std Deviation
As a supervisor and/or employer, how satisfied are you with the quality of graduates from the School of Education at The College of William & Mary? 40 2 4 3.5 0.60

In addition, we surveyed our employers and asked their perceptions of their employee’s impact on student learning and development. Employers responded on a scale of one to four, with a one indicating No Effect and a four indicating a Significant Effect. Mean ratings from the survey indicate that our graduates perceive that they have a positive effect on academic/scholastic achievement (M =3.65, SD=0.48), a positive effect on cognitive skills/intellectual development (M=3.60, SD=0.55), a positive effect on social/emotional development (M=3.45, SD=0.60), and a positive effect on psychomotor/physical development (M=3.63, SD = 0.93).

Perceived Effect on Student Learning and Development

Average Score

Standard deviation

Academic/Scholastic Achievement



Cognitive Skills/Intellectual Development



Social/Emotional Development



Psychomotor/Physical Development



In comparison with previous years, employer satisfaction is consistent, as is employer’s perception of completer contribution to student growth.

To determine the number of completers employed, we relied on data provided by the Commonwealth of Virginia Department of Education.  These data are collected as part of the Annual Instructional Personnel (IPAL) data collection.  These data are a listing of teachers who were issued licenses and their employing district, if known.  To analyze these data, we first removed all duplicate data.  As supplied, the IPAL data includes teachers with multiple endorsement areas.  These duplicate records were consolidated to remove duplicate student names, however, for the purposes of this report, we are only examining employment totals.  Students may hold multiple licensure areas, only the first alphabetical license per student are reported.  We then removed all licensees reported on the spreadsheet that did not have an employer listed.   From the remaining records, we reported the number of teachers from each license year in each approved program.  This resulted in a total of 62, 83, and 62 educators, school counselors, and school psychologists employed in Virginia schools who had been issued a license in 2017,2018, and 2019 respectively, as of the May 1, 2020 reporting date.   We then determined the number of graduates eligible for the reported licensure areas in those years by using the IPALS licensure data. This resulted in 98, 118 and 78 graduates eligible for licenses in 2017, 2018, and 2019 respectively.  These result in percentage employed in Virginia as 63%, 70%, and 79% for 2017, 2018, and 2019 respectively.  These data are a preliminary attempt to gain information on the percentage of completers employed as teachers and have some methodological limitations.  First, the data provided by the Commonwealth regarding completer employment may not reflect all W&M completers if a school division did not report employees in the IPAL databased by the reporting deadline.  Second, the database does not accurately reflect all W&M completers. Finally, this database also does not include students who have chosen to work in a different state.  However, these data do show that at least 70% of 294 completers were still employed in Virginia.

Approved Teacher Education Program 2017 2018 2019 Sum
Admin and Supervision PreK-12 3 12 2 17
Biology 1 5 5 11
Chemistry 2 2 0 4
Earth and Space Science 1 1 0 2
Elementary Education PreK-6 15 21 23 59
English 5 9 7 21
English as a Second Language 5 1 1 7
French PreK-12 1 0 0 1
German PreK-12 0 0 0 0
Gifted Education 1 0 0 1
History and Social Sciences 10 11 8 29
Latin PreK-12 1 1 0 2
Math Specialist for Elem. & Middle Ed. 0 4 2 6
Mathematics 2 8 2 12
Physics 0 0 1 1
Reading Specialist 3 2 1 6
School Counselor PreK-12 6 4 8 18
School Psychologist 1 0 1 2
Spanish PreK-12 1 0 0 1
Special Ed. - General Curriculum K-12 4 2 1 7
Total reported employed in Virginia October 1, 2019 62 83 62 207
Total graduates eligible for Virginia licensure in above categories from W&M graduation records 98 118 78 294
Percentage employed in Virginia as reported by IPALS 63% 70% 79% 70%
Component A4.1

In order to understand the satisfaction of employers with W&M advanced program graduates in the K12 Administrative and School Psychology programs, we administered a survey to 50 employers.  Because of small response sizes, we aggregated data from these advanced programs to protect student privacy.  We determined the employers from a list provided by former graduates indicating their supervisors. Of these 50 employers, we obtained 15 responses for a 30% response rate. The survey asked the supervisor to rate the competency of the completer about attributes-based program competencies, as well as their satisfaction with W&M graduates.  The employers reported their satisfaction with W&M graduates on a 4-point scale with 1 indicating “Extremely Dissatisfied” and 4 indicating “Extremely Satisfied.”  Employers all indicated that they were satisfied with the quality of W&M program completers (M=3.93, SD=0.24)

For employment milestones, see data in component 4.3.