Satisfaction of employers and stakeholder involvement
(R4.2 | R5.3 | RA4.1) Data provided should be collected on employers' satisfaction with program completers.
Measure 2 (Initial and Advanced)
Initial Programs
To understand the satisfaction of employers with W&M initial teacher preparation program graduates we have partnered with VEAC to administer a survey to the employers of our graduates in our initial teacher preparation program. These surveys were administered in the Spring of 2023. The Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia that allows for individual EPPs to obtain information about its graduate employers and their perception of the performance of W&M graduates. In addition, because this is a collaborative effort, the data allows individual EPPs to benchmark their performance against other institutions in Virginia.
Through VEAC, we supplied the survey to 44 completers, and received 12 responses for a 33% response rate. The results of the administration of this survey are in the table below.
The survey uses a four-point scale to gauge employer’s perceptions of W&M completer performance in InTASC and VUPS domains, and a five-point scale to measure the satisfaction of employers with W&M completers. The wording of the performance perception items is: “Based on your preparation at William & Mary how would you rate your performance in each of these teaching areas.” Respondent can choose “Exemplary (4),” “Proficient (3),” “Developing/Needs Improvement (2),” or “Unacceptable (1).” To find the average rating, responses are coded, from 1 to 4. Higher values indicate more proficiency.
These results demonstrate that W&M employer’s perception of W&M completer performance is acceptable, and statistically equivalent to the perceptions of employers of graduates of other Commonwealth institutions. Employes ranked W&M graduates highest on items IF and IG, and lowest on items IC and ID.
The last item in the VEAC initial teacher preparation employer survey asks, “Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of your students in your school?” Respondent employers could respond “Fully ready (able to have an immediate impact on student learning)”, Mostly ready (able to successfully meet the needs of most students)”, “Moderately ready (in order to be successful, needed additional training, support, and coaching beyond what is typically provided to beginning teachers),” “Minimally ready (limited success meeting the needs of students and improving outcomes even with additional supports)” or “Not ready (unable to meet the needs of students even with additional supports).” Higher values indicate increased readiness to teach and lower values indicate less readiness to teach. Employers of W&M initial teacher preparation program graduates indicated that, in general, completers from W&M were mostly ready to meet the needs of most students.
| VEAC Revised 2022 Item | InTASC | VUPS 2021 | VEAC N | VEAC Mean (SD) | EPP N | EPP Mean (SD) | p-value |
|---|---|---|---|---|---|---|---|
|
IA: Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.* |
1, 2, 4 | 1 | 1,185 | 3.27, (0.66) | 12 | 3.17, (0.72) | 0.57 |
| IB: Plans using state standards, the school's curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students.* | 1, 2, 7, 8 | 2 | 1,183 | 3.25, (0.67) | 12 | 3.17, (0.72) | 0.66 |
| IC: Effectively engages students in learning by using a variety of research based instructional strategies in order to meet individual learning needs.* | 1, 2, 8 | 3 | 1,184 | 3.21, (0.71) | 12 | 3.00, (0.85) | 0.33 |
| ID: Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guides instructional content and delivery methods, and provides timely feedback to students, parents, caregivers, and other educators.* | 6, 10 | 4, 8 | 1,179 | 3.15, (0.70) | 12 | 3.00, (0.74) | 0.43 |
| IE: Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.* | 3 | 5 | 1,187 | 3.38 | 12 | 3.00, (0.85) | 0.21 |
| IF: Maintains a commitment to professional ethics, collaborates and communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.* | 1, 2, 9 | 7 | 1,187 | 3.36, (0.69) | 12 | 3.25, (0.62) | 0.44 |
| IG: Engages in practices that results in acceptable, measurable, and appropriate student academic progress.* | 6, 7, 8 | 8 | 1,183 | 3.24, (0.68) | 12 | 3.33, (0.49) | 0.77 |
| IH: Uses content-aligned and developmentally appropriate instructional technology to enhance student learning.* | 7, 8 | 3 | 1,179 | 3.28, (0.62) | 12 | 3.33, (0.49) | 0.90 |
| IJ: Demonstrates a commitment to equity by providing instructional practices and classroom strategies that results in culturally inclusive and responsive learning environments and academic achievement for all students.* | 2, 3, 8 | 5, 6 | 1,177 | 3.33, (0.64) | 11 | 3.27, (0.65) | 0.71 |
| IL: Collaborates with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contributes to a supportive culture.* | 3, 9, 10 | 7 | 1,185 | 3.34, (0.67) | 12 | 3.25, (0.62) | 0.54 |
| IM: Uses assessment results to inform and adjust practice.* | 6 | 4, 8 | 1,176 | 3.20, (0.67) | 12 | 3.08, (0.79) | 0.58 |
| IN: Engages in reflection on the impact of their teaching practice and adapts to meet the needs of each learner.* | 9 | 7 | 1,183 | 3.22, (0.72) | 12 | 3.17, (0.72) | 0.72 |
|
Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of your students in your school?** * |
- | - | 1,208 | 4.33, (0.90) | 13 | 4.00, (1.15) | 0.22 |
Advanced Programs
To understand the satisfaction of employers with W&M advanced program graduates in the K-12 Administrative, School Psychology, School Counseling, and Reading Specialist programs, we have partnered with VEAC to administer a survey to the employers of our advanced program. These surveys were administered in the Spring of 2023. The Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia that allows for individual EPPs to obtain information about its graduate employers and their perception of the performance of W&M graduates.
W&M supplied names of a total of 72 employers of graduates and received 28 responses for a response rate of 39%. Response rates for individual programs ranged from 46% for K-12 Administration employers to 25% for School Psychologist employers.
To determine employer satisfaction with W&M advanced program completers, the VEAC survey asked the question “Based on your experience with W&M advanced program graduates, what best describes the extent to which they were ready to effectively work with diverse students and their families” 100% of employers of advanced program candidates reposing to the survey indicated that W&M graduates were moderately ready, mostly ready, fully ready after their preparation.
In addition to questions about overall satisfaction with program graduates, this survey asked about employer perceptions of competencies specific to the individual specialties of advanced program graduates. Because of the low survey numbers, particularly for School Psychology, the results are inconsistent. However, for most discipline specific standards, most students scored at a level above proficient, the sole exception being School Psychology.
Stakeholder Groups
In addition to the employer surveys, W&M has stakeholder groups for both advanced and initial programs..
Initial Programs
The Teacher Education Advisory Collaborative (TEAC) is W&M stakeholder group for its initial teacher preparation programs. During the past year, TEAC has engaged school and community partners with discussions primarily regarding our school partners need for teachers in all subject areas. Input from our school partners has indicated that candidates are more likely to go into the profession if they can be paid for their student teaching assignments. To that end W&M has encouraged students to pursue substitute teaching positions when available in their student teaching placements. In addition, W&M has partnered with multiple districts to create paid internships for selected teachers. In addition, field partners have encouraged W&M to provide additional support for transfer students, as partners and W&M have explored options for making the transition for candidates easier. Finally, W&M communicated to its stakeholders that it is pursuing multiple funding opportunities, both to make the process of obtaining teacher certification more affordable, as well as to provide professional development and coaching opportunities to new teachers.
Advanced Programs
The School Counseling Program has met multiple times with various constituents to discuss program and candidate quality. In particular, the School Counseling program utilized its relationships with stakeholders to engage in recruitment of our graduates. Our partners have indicated that they have severe shortages of qualified school counselors.
The School Psychology Program shared with its stakeholders that it was increasing efforts regarding Research and Evidence based practices. In particular, the program is seeking additional funding to improve candidate training in this area. The program shared that preliminary evaluations of improvements made in this area have been positive, but additional work needs to be done to determine is program changes have resulted in improved outcomes. In addition, the program shared that it is working on streamlining its key assessments. Finally, the program announced changes to student growth plan policies designed to provide additional support to candidates who need additional assistance during the program.
The K-12 Administration Program received positive feedback from stakeholders regarding the introduction of its certificate program. Stakeholders indicated that this program allows for a greater pool of more qualified applicants for leadership positions in schools, particularly for remote areas. In addition, stakeholders indicated the importance of managerial accounting, asset management, and effective use of federal program funds.
Finally, the Reading Specialist Program held meetings with its stakeholders. The stakeholders reviewed the data and actions taken by the program based on the data, and the stakeholders, in general, agreed with the strategies that the reading specialist program had devised to address concerns. The stakeholders shared concerns regarding changes to policies that move the role of reading specialist from direct intervention to becoming more of a coach for teachers.
