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 in the spring of 2022. This represents a repeat of data reported last year. We are currently changing the manner in which we collect data, and will now be part of the VEAC group collecting data across Virginia. VEAC has different timing for the collection of data and we will report the data next year. 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:
Rubric Item | N | Minimum | Maximum | Mean | Standard Deviation |
Please indicate the effectiveness of your employee(s) in the following domains: - Design and implement developmentally appropriate and challenging learning experiences, based on their understanding of how students grow, learn, and develop. | 11 | 2 | 3 | 2.55 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - Use their understanding of diverse cultures and individual differences to ensure inclusive learning environments that enable each learner to meet high standards. | 11 | 1 | 3 | 2.45 | 0.688 |
Please indicate the effectiveness of your employee(s) in the following domains: - Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic issues. | 11 | 1 | 3 | 2.45 | 0.688 |
Please indicate the effectiveness of your employee(s) in the following domains: - 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. | 11 | 2 | 3 | 2.55 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic issues. | 11 | 2 | 3 | 2.45 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - 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. | 11 | 2 | 3 | 2.45 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - 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. | 11 | 2 | 3 | 2.55 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - 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. | 11 | 2 | 3 | 2.55 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - Evaluate and reflect upon their practice, and adapt their practice to improve instruction and meet the needs of each learner. | 11 | 2 | 3 | 2.45 | 0.522 |
Please indicate the effectiveness of your employee(s) in the following domains: - Communicate and collaborate effectively with families, colleagues, school professionals, and community members to ensure learner growth and advance the profession. | 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.
Employer Perceptions of Employee Efficacy | 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.”
Employer Satisfaction with Employees | 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
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 in the spring of 2022. This represents a repeat of data reported last year. We are currently changing the way we collect data and will now be part of the VEAC group collecting data across Virginia. VEAC has a different timing for the collection of data. 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
During the TEAC meetings we discussed the quality of our graduates. In general, our external stakeholders are satisfied with the quality of our graduates. We discussed the instrumentation that we are using, and received feedback on ways to change the assessment to more accurately capture the interactions that our candidates have with parents, families, and the community. We also discussed that students need more instruction regarding data and data analysis.
CEAC – Counselor Education Advisory Committee
The CEAC met in fall of 2022 to discuss how our field placements can be modified to improve the experience of candidates and field partners. In particular, the CEAC discussed the ways in which we can improve partnerships, and monitor the quality of our field placements, so that the placements are conducted in a manner that benefits the candidate, the institution, and the field partners.
SPAC – The School Psychology Advisory Council
The SPAC met in the spring of 2022 to discuss candidate quality and program modifications. Supervisors noted an improvement in assessment readiness this year and that we are starting to redress the lags due to the pandemic. Field supervisors noted that candidates need additional training in how to write non-biased reports. We will continue to pilot the integration of field-based partnerships into the first-year course work. We also hope to expand the child participant database to allow candidates to have earlier exposure to conducting assessments.
LLAC – The Literacy Leadership Advisory Council
Stakeholder meetings for the LLAC discussed that graduates need additional field experience during the program. Based on this feedback, the LLAC is examining the possibility of moving some clinical experiences for the courses to earlier in the program.
K12 Administration Advisory Council
The K12 Advisory council met in December of 2022 to discuss recruitment efforts with stakeholders. The group discussed sequences of course in the program, and discussed ways to increase student exposure to data analysis early in the program.