Satisfaction of employers and employment milestones

(R4.2 | R5.3 | RA4.1) Data provided should be collected on employers' satisfaction with program completers.

Measure 2 (Initial and Advanced)

To understand the satisfaction of employers with W&M initial teacher preparation program graduates, we administered a survey to 39 employers.  We determined the employers from a list provided by the Commonwealth of Virginia of graduates from our initial teacher preparation programs for 2020-2021 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 39 employers, we obtained 11 responses for a 28% 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 Min Max 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 11 2 3 2.55 0.522
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 11 1 3 2.45 0.688
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 11 1 3 2.45 0.688
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 11 2 3 2.55 0.522
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 11 2 3 2.45 0.522
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 11 2 3 2.45 0.522
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 11 2 3 2.55 0.522
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 11 2 3 2.55 0.522
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 11 2 3 2.45 0.522
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 11 2 3 2.55 0.522

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 Min Max 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? 11 3 4 3.73 0.467

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 Min Max 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? 11 2 4 3.64 0.674

In addition, we surveyed our employers and asked their perceptions of their employees’ 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.

Perceived Effect on Student Learning and Development N Min Max Mean Std Deviation
Academic/Scholastic Achievement 11 3 4 3.73 0.467
Cognitive Skills/Intellectual Development 11 3 4 3.73 0.467
Social/Emotional Development 11 3 4 3.82 0.405
Psychomotor/Physical Development 10 3 4 3.60 0.516


Advanced Programs
In order to understand the satisfaction of employers with W&M advanced program graduates in the K12 Administrative, School Psychology, Counseling, and Reading Specialist programs, we administered a survey to 44 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 44 employers, we obtained 16 responses for a 36% 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 5-point scale with 1 indicating “Extremely Dissatisfied” and 5 indicating “Extremely Satisfied.”  Employers all indicated that they were satisfied with the quality of W&M program completers (M=4.94, SD=.24)

In addition to the employer surveys, W&M has stakeholder groups for both advanced and initial programs.  The most recent actions and data review taken by the groups are as follows.

TEAC – The Initial Teacher Preparation Advisory Council
TEAC met for the first time in two years in the Spring of 2022. This gap in meetings was caused by the COVID-19 pandemic, and the shifting priorities in the local school systems because of the pandemic.  The TEAC met to consider changes in instrumentation and provided feedback on these changes. In addition, TEAC was asked to provide suggestions regarding how W&M could increase the diversity of their field placements for the initial teacher preparation program, given the transportation challenges for students as well as the demographic distributions of local schools. TEAC indicated that for the most part, they were pleased with the quality of W&M completers.  The TEAC has plans to meet on a quarterly basis going forward.

CEAC – Counselor Education Advisory Committee
The CEAC council indicated that one strength of the Counseling Program is the diversity of the students, however, the council advised that the profession and the program could benefit from additional male students pursuing degrees in counselling.  In addition, CEAC indicated that the students graduating from W&M are prepared to work immediately in the field and that W&M produces completers that are highly technically skilled in both theory and practice.

In addition, CEAC suggested that we improve survey response rates by sending additional emails, providing incentives to complete the survey, and informing candidates of the obligation to complete alumni surveys prior their graduation.

SPAC – The School Psychology Advisory Council
Three areas of growth were identified from program evaluation and feedback. These are described below with suggestions from the committee.

  • Research & Evidence-Based Practices — Alumni feedback and results from the program evaluation indicated that research and evidence-based practices were an area that students were less confident or there was less evidence of school psychology-specific training in this area. Steps taken include encouraging students to volunteer with faculty with research interests that align with their career goals. We are also seeking funding to help fund research-based GA positions.
  • Equity, Diversity, and Inclusion in Training — Program review, program evaluation, and stakeholder feedback indicated that students were less confident in EDI and culturally responsive practices, and it was not specifically targeted for training within the program. Steps taken so far include the development and inclusion of the course Multicultural School Psychology in the program of studies. We have also started Town Halls and have funding for an EDI Summit in the Spring.
  • Assessment Experience Prior to Practicum — Supervisor and stakeholder feedback indicated that there was a mismatch between supervisor expectations and student assessment experience when beginning practicum. Program evaluation survey results indicated that students experienced tension between the number of assessments they were trained in and what was expected of them in practice. However, the assessment series in only two courses and there is only so much time in the first year. So far steps include exploring field-based partnerships for additional experiences, building a child-participant pool for testing, and seeking additional funds for supporting more testing resources.

LLAC – The Literacy Leadership Advisory Council
The LLAC focused on increasing the diversity of applicants to the Literacy Leadership program. As the current model is a cohort model, where divisions select candidates, the committee suggested that they create a guidance document for recruiting and selecting diverse candidates for inclusion in the program.  The LLAC will be reviewing performance data in the Spring of 2022.

K12 Administration Advisory Council
The K12 Advisory Council meetings focused on the need for additional leadership in K12 schools.  In particular, the K12 Council suggested that W&M expand opportunities for online learning to expand the reach of the program.  The program currently recruits students through a cohort model, where the faculty partner with school divisions to meet the leadership needs of the districts.  School divisions who currently participate in the cohort program praised the quality of the program, as well as the reach of the program.  In addition, school divisions participating the cohort model indicated that W&M provides good opportunities for participants to receive instruction tailored to the needs of the individual divisions.

The K12 Advisory council indicated concerns with the experiences of candidates prior to enrolling in the program, including that candidates are younger and have less teaching experience. In addition, the council indicated that students needed additional experience with operations, as well as instructional leadership.  Finally, the council indicated that school divisions have difficulty finding qualified field supervisors, and that they would like to receive more feedback about the quality of the field supervisors.