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 2024. 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 67 employers of completers, and received 27 responses for a 40% 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 higher than the rest of the VEAC participants in most areas.
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 Item | InTASC | VUPS 2021 | VEAC Mean | VEAC SD | VEAC N | EPP Mean | EPP SD | EPP N | p-value |
|---|---|---|---|---|---|---|---|---|---|
|
IA |
1,2,4 | 1 | 3.31 | 0.62 | 1413 | 3.63 | 0.49 | 27 | 0.00 |
| 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 | 3.29 | 0.63 | 1409 | 3.69 | 0.47 | 26 | 0.00 |
| 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 | 3.25 | 0.70 | 1414 | 3.63 | 0.63 | 27 | 0.00 |
| ID Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, caregivers, and other educators. |
6,10 | 4, 8 | 3.19 | 0.69 | 1404 | 3.59 | 0.57 | 27 | 0.00 |
| IE Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. |
3 | 5 | 3.31 | 0.72 | 1415 | 3.70 | 0.47 | 27 | 0.00 |
| 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 | 3.38 | 0.65 | 1416 | 3.63 | 0.56 | 27 | 0.03 |
| IG Engages in practices that result in acceptable, measurable, and appropriate student academic progress. |
6,7,8 | 8 | 3.26 | 0.66 | 1412 | 3.59 | 0.50 | 27 | 0.00 |
| IH Uses content-aligned and developmentally appropriate instructional technology to enhance student learning. |
7, 8 | 3 | 3.32 | 0.60 | 1408 | 3.67 | 0.48 | 27 | 0.00 |
| IJ Demonstrates a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students. |
2, 3, 8 | 5, 6 | 3.37 | 0.60 | 1408 | 3.63 | 0.49 | 27 | 0.01 |
| IL Collaborates with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture. |
3, 9, 10 | 7 | 3.38 | 0.63 | 1413 | 3.56 | 0.64 | 27 | 0.17 |
| IM Uses assessment results to inform and adjust practice. |
6 | 4, 8 | 3.22 | 0.67 | 1399 | 3.50 | 0.65 | 26 | 0.04 |
| IN Engages in reflection on the impact of their teaching practice and adapts to meet the needs of each learner. |
9 | 7 | 3.25 | 0.69 | 1411 | 3.46 | 0.65 | 26 | 0.11 |
|
I_O |
N/A | N/A | 4.41 | 0.86 | 1431 | 4.68 | 0.82 | 28 | 0.09 |
Advanced Programs
To understand the satisfaction of employers with W&M advanced program graduates in the K12 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 2024. 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 69 employers of graduates and received 20 responses for a response rate of 29%.
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 mostly or 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. For all discipline specific standards, 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. For example, stakeholders indicated that students needed additional training in the social justice framework. Based on this feedback, W&M partnered with the Virginia Center for Inclusive Communities to provide a workshop on unconscious bias to current teacher education students and local cooperating teachers. In addition, W&M has improved its advising for transfer students based on the feedback from stakeholders in these meetings.
Advanced Programs
The School Counseling Program has met multiple times with various constituents to discuss program and candidate quality. The School Counseling program received feedback from stakeholders that there was a gap in essential skills related to trauma-informed care. The faculty developed professional development workshops and a virtual resource hub specific to trauma-informed care in the K-12 educational settings.
The School Psychology program found that its candidates were less confident in culturally responsive practices through stakeholder feedback and provided additional programming for candidates to engage in culturally responsive practices.
The K12 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 Reading Specialist program changed curricular sequencing based on the stakeholder evaluation of key assessments.