Employer Survey Summary Report

STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORT SUNY Cortland has a long history of rigorous assessment aimed at collecting formative and summative information; information that addresses important campus and unit mission, vision, and planning goals and objectives; and information that identifies and accentuates strengths but simultaneously highlights weaknesses that need remediation and/or additional inquiry Consistent with this long history of rigorous assessment focused on pragmatic topics, the following report summarizes the impetus, methodology, procedures, and outcomes associated with the Fall 2003 Employer Satisfaction Survey of our 1999 – 2002 teacher education graduates TEACHER EDUCATION EMPLOYER SURVEY IMPETUS SUNY Cortland's conceptual framework stresses the importance of continuous and comprehensive assessment, assessment that triangulates thirteen learning outcomes (see below) at six separate checkpoints [i.e., at (1) application to the Teacher Education Program; (2) completion of 100 hours of field work; (3) eligibility to student teach; (4) during the student teaching experience; (5) completion of the program; and (6) post-graduation] using a range of measurement tools In general and articulated in the Mission of the Unit, our goal is to ensure that our teacher education graduates "think critically, utilize technology, communication effectively, understand and value diversity, contribute to their communities, and make a difference in the lives of their students." More specifically, SUNY Cortland candidates need to successfully demonstrate thirteen learning outcomes, outcomes based on Regulations of the Commissioner of Education, the INTASC Principles, the NCATE standards, and the SUNY Chancellor's New Vision Below are the thirteen learning outcomes: Demonstrate a solid foundation in the arts and sciences Possess in-depth knowledge of the subject area to be taught Demonstrate good moral character Understand how students learn and develop Manage classrooms structured in a variety of ways to promote a safe learning environment Know and apply various disciplinary models to manage student behavior Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential Integrate curriculum among disciplines, and balance historical and contemporary research, theory, and practice Use multiple and authentic forms of assessment to analyze teaching and student learning and to plan curriculum and instruction to meet the needs of individual students 10 Promote parental involvement and collaborate effectively with other staff, the community, higher education, other agencies, and cultural institutions, as well as parents and other caregivers, for the benefit of students 11 Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching/learning 12 Foster respect for individual’s abilities and disabilities and an understanding and appreciation of variations of ethnicity, culture, language, gender, age, class and sexual orientation 13 Continue to develop professionally as reflective practitioners who are committed to an ongoing scholarly inquiry METHODOLOGY AND PROCEDURES The Director of Institutional Research and Assessment (IRA) was requested by the Provost, Deans, Unit, and Teacher Education Council to develop and implement a systematic process for the collection of (teacher education) employer satisfaction information Step – Survey Development The IRA Director conducted an extensive exploratory analysis of extant employer satisfaction surveys/procedures sold by national survey groups and approximately one hundred higher education institution websites The bulk of these instruments were generic in nature and/or tailored to specific graduate outcome criteria specified in institution mission/vision/guiding statements In particular, NCATE accredited/candidate institution's instruments were examined and it was found that the bulk of these instruments asked particular questions in regard to the institution's learning and knowledge standards Consistent with this approach, the IRA Director developed an instrument that reflected our thirteen learning outcomes and also solicited narrative feedback regarding perceived future needs and/or directions for teacher education programs (see Appendix B); this instrument also was coupled with a definition sheet (Appendix C) and a cover letter (Appendix A) to ensure that respondents would interpret the learning outcomes consistent with the Unit's perspective Step – Employer Identification The IRA Director aggregated four years (i.e., 1999 – 2002) of employment information reported by alumni on a series of graduate follow-up surveys The employer demographic information collected revealed information gaps in regard to contact information For example, the follow-up survey respondent may have indicated they work in a large school district but did not specify the specific school As a second example, the respondent may not have provided a supervisor's name These information gaps restricted the number of teacher graduate employers that we could contact (Note In an attempt to resolve this issue, the graduate follow-up survey's employer demographic questions have been refined to collect more detailed and comprehensive information) At this point, the New York State Department of Education's (NYSED) Elementary, Middle, Secondary, and Continuing Education's School Administrator's listing of public and private contacts (mostly Superintendents or Principals) were manually merged with our incomplete list of employer demographics; whenever possible potential matches were identified; that is, if a follow-up survey respondent indicated that they worked in the particular school district but did not specify a school, they would be linked with the actual district This information was used to generate mailing labels for survey dissemination; there were a total of 815 matches albeit 663 had incomplete information (thus our expectation was that no more than 152 would be returned) In addition, since we were often unaware of an immediate supervisor's contact information, we developed a cover letter that: (a) informed the contact about the survey; and (b) encouraged distribution supervisor knowledgeable about the teacher's performance Step – Legal Issues The Director of IRA, based on concerns levied at TEC meetings, contacted the SUNY legal council to explore legal implications associated with providing teacher graduates' identifying information on the survey form It was determined that the school was within its right to request specific information on specific teacher graduates if the teacher education alumni's graduation information was public knowledge; our alumni's graduation information is publicly reported in various reports and thus was deemed acceptable Step – Unit Approval The next step in our process actually started at the beginning of the project Since the IRA Director was requested to develop a teacher education employer survey, the Provost, Deans, Unit, and TEC were consulted for feedback regarding various survey and implementation issues In addition, the TEC advisory council provided input that was integrated The final approved survey documents are found in Appendix A - C Step – Survey Distribution While there were 815 overall matches between the follow-up survey respondent's employer information and the NYSED's list, many of these were mailed to the same employer As such, there were 345 packets of surveys mailed to different employers with many of these packets containing separate surveys for each individual graduate OUTCOMES There were three types of responses: (a) 151 surveys were actually completed and mailed back by supervisors; (b) another 97 surveys were returned by supervisors with an indication that the graduate no longer worked in the school or did not work there long enough to be officially evaluated; or (c) 36 supervisors or representatives actually called the IRA Director to indicate various reasons why they would not be able to complete the survey (e.g., teacher was only a substitute) From the 151 surveys completed, Appendix D – Appendix K reflects a range of descriptive statistics Appendix D reports supervisor's overall rating of teacher quality Appendix E reports supervisor's ratings of the 13 learning outcomes associated with our conceptual plan Appendix F reports supervisor's ratings of the 13 learning outcomes by supervisor title Appendix G reports supervisor's ratings of the 13 learning outcomes by years of teaching experience Appendix H reports supervisor's ratings of the 13 learning outcomes by supervisor gender Appendix I reports supervisor's ratings of the 13 learning outcomes by school location Appendix J reports supervisor's ratings of the 13 learning outcomes by teacher grade level taught Appendix K provides a summary of the main themes emerging from a qualitative examination of 283 skills/trainings/experiences that respondents perceive current teachers lack or future teachers will need in order to be successful CONCLUSIONS The results of this investigation are strikingly similar across analyses: The majority of our teacher education graduates are viewed by supervisors as either highly acceptable or acceptable on all measures of teacher quality Appendix D shows that over 96% of respondents indicated that the overall quality of Cortland teachers is highly acceptable or acceptable, with almost 60% indicating a highly acceptable rating In fact, across all 13 learning outcomes reported in Appendix E, the highest unacceptable rating was only 6% Although there were not any significant negative outcomes, the data were still explored controlling for using various demographic variables In Appendix F, Superintendents and Principals rated more teachers as highly acceptable versus acceptable and that all Other respondents rated more teachers as acceptable versus highly acceptable For Appendix G – J, there were not any noteworthy findings; albeit, within a range of items, the proportion of highly acceptable to acceptable and vice versa varied by the controlled demographic variable Appendix K provides a list of 10 categories in which respondents believe that future teacher education programs should focus training FUTURE DIRECTIONS There are three future directions that have been proposed or initiated based on a comprehensive analysis of various project processes and outcomes In an attempt to increase the accuracy and completeness of respondent provided employer demographic information (on the Graduate Follow-Up Survey), the OIRA in conjunction with Career Services and Information Technology Staff have developed an online survey that requires alumni to provide detailed employer information, employer information that aligns with the New York State Department of Education Administrators List The detailed employer information will eliminate manual matching of employer – employee information and thus simultaneously ensure more matches A second direction will be to annually administer the survey – this will eliminate sending surveys to schools that no longer employ Cortland graduates The last direction will be to explore a relationship with the New York State Department of Education, a relationship that will: (a) help us identify the employment location of our graduates for future contact; and (b) create a blinded data-sharing effort to provide us feedback on the success of our graduates, feedback based on performance evaluations completed for all New York State teachers Appendix A Survey Cover Letter Cortland State University of New York College at Cortland ■ Office of Institutional Research and Assessment December 17, 2003 Dear Sir/Madam: SUNY Cortland is in the process of evaluating the success of its 1999 - 2002 teacher education graduates As a central part of this effort, we are seeking the opinions of a supervisor or a knowledgeable colleague who is or was familiar with the beginning teacher in regards to their skill, knowledge, attitude, and professionalism (if the teacher no longer works in the school district relevant evaluation information may be available in archived performance records); the names of one or more current or previous beginning teachers in your school or school district are found on the labels in the demographic sections of the scannable survey forms SUNY Cortland requires that beginning teachers demonstrate competency in 13 specific learning areas; as such, we organized our survey around these criteria; in addition, we have included a comprehensive question (14) aimed at overall teacher quality Attached to this letter is a definition sheet to guide the respondent's interpretation of each learning area If you are going to distribute the survey(s) to a knowledgeable colleague, please make sure that they have a copy of the definition sheet Should you or the respondent have any questions or would like to provide additional information, there is an area at the end of the survey for comments or please contact me at the phone number or email address listed below Again, thank you very much for your time and consideration Please use the pre-addressed return envelope to return the completed survey Sincerely, Shawn Van Etten, Ph.D Director of Institutional Research and Assessment Enclosures ald P.O Box 2000 Cortland, New York 13045-0900 Phone: (607) 753-5565 ■ Fax: (607) 753-5590 Email: vanettens@cortland.edu Appendix B Survey Appendix C Survey Definition Sheet SUNY CORTLAND EMPLOYER SURVEY DEFINITIONS FOUNDATION IN THE ARTS AND SCIENCES: The teacher demonstrates a solid knowledge and understanding in the liberal arts and sciences; a knowledge base that allows him/her to draw from central concepts, tools of inquiry, and structures of the discipline; thereby allowing the creation of meaningful learning experiences for students KNOWLEDGE OF THE SUBJECT AREA: The teacher has detailed content knowledge in the discipline(s) he/she teaches MORAL CHARACTER: The teacher promotes honesty; understands and upholds confidentiality; does not distort, misrepresent, or misuse student or other potentially harmful information; and provides quality education to all students regardless of background UNDERSTANDS HOW STUDENTS LEARN AND DEVELOP: The teacher understands that students differ in their (a) developmental levels; (b) approaches to learning; (c) academic motivation; and (d) background knowledge; as such, he/she creates learning opportunities that accommodate these individual differences and thus promotes the fullest development of all students MANAGES CLASSROOMS TO PROMOTE A SAFE LEARNING ENVIRONMENT: The teacher uses an understanding of individual and group motivation, behavior, and cognition to create learning environments that promotes positive social interaction, active learning, and self-motivation MANAGES STUDENT BEHAVIOR: The teacher is aware of a range of disciplinary models and selects and/or adapts one or more of these models based on the particular circumstances/needs of the learning environment ENCOURAGES ALL STUDENTS TO ACHIEVE THEIR POTENTIAL: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills INTEGRATES CURRICULUM & PERSPECTIVES: The teacher understands the importance of making interconnections across disciplines and comparing historical and contemporary research, theory, and practice perspectives MULTIDIMENSIONAL ASSESSMENT: The teacher understands and uses multiple and authentic forms of formal and informal assessment strategies to evaluate teaching and to ensure the continuous development of all students 10 PROMOTES COLLABORATION: The teacher fosters and maintains relationships with school colleagues, parents (and other caregivers), agencies, and other key stakeholders to promote student learning and well-being 11 USES TECHNOLOGY: The teacher incorporates, when appropriate, the use of technology/technological mediums to enhance dissemination of information and to promote student learning 12 EMBRACES DIVERSITY: The teacher accepts and values students from diverse backgrounds; treats all students equitably; creates a climate of mutual respect; and provides a range of activities to promote individual differences (e.g., race, culture, language, gender, age, class, sexual orientation) and experiences 13 PROFESSIONAL DEVELOPMENT: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actively seeks out opportunities for professional and personal growth 14 OVERALL QUALITY AS A TEACHER: The overall quality of the teacher as a composite of the above 13 knowledge, skills, and/or dispositions 10 Appendix H Fall 2003 Teacher Education Employer Satisfaction Survey Summaries by Supervisor Gender: Questions #1 - #14 Q1 Foundations in the arts and sciences? D6 Supervisor gender? Male Not Applicable Frequency Percent Female Unacceptable Acceptable Highly Acceptable Total 36 38 78 5.1 46.2 48.7 100.0 Frequency Percent 46 25 73 2.7 63.0 34.2 100.0 Q2 Knowledg e of the subject area? D6 Supervisor gender? Male Not Applicable Frequency Percent Female Unacceptable Acceptable 1.3 Frequency Percent Highly Acceptable 51 78 33.3 65.4 100.0 33 38 73 2.7 45.2 52.1 100.0 Q3 Moral character? D6 Supervisor gender? Male Unacceptable Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total 20 57 78 1.3 25.6 73.1 100.0 16 56 73 1.4 21.9 76.7 100.0 Q4 Understands how students learn and develop? D6 Supervisor gender? Male Unacceptable Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total 32 43 78 3.8 41.0 55.1 100.0 36 34 73 4.1 49.3 46.6 100.0 28 Total 26 Q5 Manag es classroom to promote a safe learning environment? D6 Supervisor gender? Male Unacceptable Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total 31 46 78 1.3 39.7 59.0 100.0 25 46 73 2.7 34.2 63.0 100.0 Q6 Manag es student behavior? D6 Supervisor gender? Male Unacceptable Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total 32 45 78 1.3 41.0 57.7 100.0 29 41 73 4.1 39.7 56.2 100.0 Q7 Encourag es all students to achieve their potential? D6 Supervisor gender? Male Not Applicable Unacceptable Acceptable 27 48 78 1.3 2.6 34.6 61.5 100.0 25 44 73 5.5 34.2 60.3 100.0 Frequency Percent Female Frequency Percent Highly Acceptable Total Q8 Integ rates curriculum and perspectives? D6 Supervisor gender? Male Missing Frequency Percent Female Frequency Percent Not Applicable Unacceptable Acceptable 39 Highly Acceptable 32 Total 77 System Total 78 5.1 2.6 50.0 41.0 98.7 1.3 100.0 38 31 73 1.4 4.1 52.1 42.5 100.0 Q9 Uses multidimensional assessment? D6 Supervisor gender? Male Missing Frequency Percent Female Frequency Percent Not Applicable Unacceptable Acceptable 45 27 77 78 5.1 1.3 57.7 34.6 98.7 1.3 100.0 35 27 73 8.2 6.8 47.9 37.0 100.0 29 Highly Acceptable Total System Total Q10 Promotes collaboration? D6 Supervisor gender? Male Missing Not Applicable Unacceptable 30 40 77 78 1.3 7.7 38.5 51.3 98.7 1.3 100.0 Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total System 28 39 73 5.5 2.7 38.4 53.4 100.0 Total Q11 Uses technolog y? D6 Supervisor gender? Male Missing Not Applicable Unacceptable Acceptable 47 26 78 5.1 1.3 60.3 33.3 100.0 39 24 72 73 6.8 5.5 53.4 32.9 98.6 1.4 100.0 Frequency Percent Female Frequency Percent Highly Acceptable Total System Q12 Embraces diversity? D6 Supervisor gender? Male Not Applicable Frequency Percent Female Frequency Percent Acceptable Highly Acceptable Total 26 51 78 1.3 33.3 65.4 100.0 29 39 73 6.8 39.7 53.4 100.0 Q13 Professional development? D6 Supervisor gender? Male Frequency Percent Female Frequency Percent Not Applicable Unacceptable 4 24 46 78 5.1 5.1 30.8 59.0 100.0 5 23 40 73 6.8 6.8 31.5 54.8 100.0 30 Acceptable Highly Acceptable Total Total Q14 Overall quality as a teacher? D6 Supervisor gender? Male Not Applicable Unacceptable Frequency Frequency Percent Highly Acceptable Total 28 49 78 1.3 35.9 62.8 100.0 28 41 73 1.4 4.1 38.4 56.2 100.0 Percent Female Acceptable 31 Appendix I Fall 2003 Teacher Education Employer Satisfaction Survey Summaries by School Location: Questions #1 - #14 Q1 Foundations in the arts and sciences? D9 School location? Unknown Not Applicable Frequency Percent Urban Unacceptable Acceptable 13 7.7 69.2 23.1 100.0 Frequency Frequency Percent Rural 11 15 26.7 73.3 100.0 1 24 27 53 1.9 1.9 45.3 50.9 100.0 Frequency Percent Total Percent Suburban Highly Acceptable 45 22 70 2.9 1.4 64.3 31.4 100.0 Q2 Knowledg e of the subject area? D9 School location? Unknown Not Applicable Unacceptable Frequency Percent Urban Frequency 13 61.5 38.5 100.0 10 15 66.7 100.0 16 36 53 1.9 30.2 67.9 100.0 1 30 38 70 1.4 1.4 42.9 54.3 100.0 Frequency Frequency Percent Q3 Moral character? D9 School location? Unknown Unacceptable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Frequency Percent Total 5 Percent Rural Highly Acceptable 33.3 Percent Suburban Acceptable Acceptable Highly Acceptable Total 13 61.5 38.5 100.0 13 15 13.3 86.7 100.0 46 53 13.2 86.8 100.0 19 49 70 2.9 27.1 70.0 100.0 32 Q4 Understands how students learn and develop? D9 School location? Unknown Unacceptable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Frequency Percent Acceptable Highly Acceptable Total 13 69.2 30.8 100.0 12 15 20.0 80.0 100.0 23 28 53 3.8 43.4 52.8 100.0 33 33 70 5.7 47.1 47.1 100.0 Q5 Manag es classroom to promote a safe learning environment? D9 School location? Unknown Unacceptable Frequency Percent Urban Frequency Frequency Percent Rural Frequency Percent Highly Acceptable Total 13 61.5 38.5 100.0 10 15 33.3 66.7 100.0 16 36 53 1.9 30.2 67.9 100.0 27 41 70 2.9 38.6 58.6 100.0 Percent Suburban Acceptable Q6 Manag es student behavior? D9 School location? Unknown Frequency Percent Urban Unacceptable Acceptable 13 7.7 53.8 38.5 100.0 10 15 Frequency Percent Suburban Frequency Percent Rural Frequency Percent Highly Acceptable Total 33.3 66.7 100.0 16 36 53 1.9 30.2 67.9 100.0 33 35 70 2.9 47.1 50.0 100.0 33 Q7 Encourag es all students to achieve their potential? D9 School location? Unknown Not Applicable Unacceptable Acceptable 13 7.7 53.8 38.5 100.0 11 15 Frequency Percent Urban Frequency Percent Suburban 26.7 73.3 100.0 15 37 53 1.9 28.3 69.8 100.0 26 39 70 1.4 5.7 37.1 55.7 100.0 Percent Frequency Percent Total Frequency Rural Highly Acceptable Q8 Integ rates curriculum and perspectives? Missing D9 School location? Unknown Not Applicable Unacceptable Acceptable Frequency Percent Urban Frequency Percent Suburban Rural 61.5 38.5 100.0 11 15 Total 20.0 73.3 100.0 27 24 53 1.9 1.9 50.9 45.3 100.0 39 23 69 70 4.3 5.7 55.7 32.9 98.6 1.4 100.0 Frequency Percent System 13 Frequency Percent Total 6.7 Highly Acceptable Q9 Uses multidimensional assessment? D9 School location? Unknown Missing Not Applicable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Frequency Percent Unacceptable Acceptable Highly Acceptable Total System 13 7.7 53.8 38.5 100.0 15 6.7 Total 53.3 40.0 100.0 28 20 53 5.7 3.8 52.8 37.7 100.0 37 23 69 70 7.1 5.7 52.9 32.9 98.6 1.4 100.0 34 Q10 Promotes collaboration? D9 School location? Unknown Missing Not Applicable Unacceptable Frequency Percent Urban Frequency Percent Rural Frequency Percent Total System 13 15.4 46.2 38.5 100.0 12 15 6.7 Frequency Highly Acceptable Percent Suburban Acceptable Total 13.3 80.0 100.0 18 32 53 1.9 3.8 34.0 60.4 100.0 32 30 69 70 4.3 5.7 45.7 42.9 98.6 1.4 100.0 Q11 Uses technolog y? D9 School location? Unknown Missing Not Applicable Unacceptable Acceptable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Frequency Percent Highly Acceptable Total 13 61.5 38.5 100.0 15 6.7 53.3 40.0 100.0 Unknown 25 22 53 5.7 5.7 47.2 41.5 100.0 45 17 69 70 7.1 2.9 64.3 24.3 98.6 1.4 100.0 Not Applicable Frequency Percent Suburban Frequency Percent Rural Acceptable Frequency Percent Urban Frequency Percent Total Q12 Embraces diversity? D9 School location? System Highly Acceptable Total 13 61.5 38.5 100.0 1 13 15 6.7 6.7 86.7 100.0 13 38 53 3.8 24.5 71.7 100.0 33 34 70 4.3 47.1 48.6 100.0 35 Q13 Professional development? D9 School location? Unknown Not Applicable Unacceptable Acceptable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Frequency Percent 13.3 Highly Acceptable Total 13 53.8 46.2 100.0 12 15 6.7 80.0 100.0 12 36 53 5.7 3.8 22.6 67.9 100.0 27 32 70 5.7 10.0 38.6 45.7 100.0 Q14 Overall quality as a teacher? D9 School location? Unknown Not Applicable Unacceptable Frequency Percent Urban Frequency Percent Suburban Frequency Percent Rural Acceptable Highly Acceptable Total 13 61.5 38.5 100.0 12 15 20.0 80.0 100.0 1 14 37 53 1.9 1.9 26.4 69.8 100.0 31 36 70 4.3 44.3 51.4 100.0 Frequency Percent 36 Appendix J Fall 2003 Teacher Education Employer Satisfaction Survey Summaries by Grade Level Taught: Questions #1 - #14 Q1 Foundations in the arts and sciences? D17 Grade level(s) taught? 7-12 Not Applicable Frequency Percent K-12 K-6 N/A Total 38 2.6 52.6 44.7 100.0 5 11 9.1 45.5 45.5 100.0 47 37 87 1.1 2.3 54.0 42.5 100.0 Frequency Percent Highly Acceptable 17 Frequency Percent Acceptable 20 Frequency Percent Unacceptable 1 10 15 6.7 66.7 26.7 100.0 Q2 Knowledg e of the subject area? D17 Grade level(s) taught? 7-12 Not Applicable Unacceptable Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Acceptable Highly Acceptable 21 38 44.7 55.3 100.0 11 27.3 72.7 100.0 28 56 87 1.1 2.3 32.2 64.4 100.0 11 15 73.3 26.7 100.0 Frequency Percent Q3 Moral character? D17 Grade level(s) taught? 7-12 Unacceptable Frequency Percent K-12 Acceptable Percent N/A Total 10 27 38 2.6 26.3 71.1 100.0 Frequency Frequency Highly Acceptable 11 18.2 81.8 100.0 14 72 87 1.1 16.1 82.8 100.0 10 15 66.7 33.3 100.0 Percent K-6 Total 17 Frequency Percent 37 Q4 Understands how students learn and develop? D17 Grade level(s) taught? 7-12 Unacceptable Frequency Percent K-12 Acceptable 15 38 2.6 57.9 39.5 100.0 11 Percent Frequency Percent N/A Frequency Percent Total 22 Frequency K-6 Highly Acceptable 36.4 63.6 100.0 33 50 87 4.6 37.9 57.5 100.0 15 6.7 60.0 33.3 100.0 Q5 Manag es classroom to promote a safe learning environment? D17 Grade level(s) taught? 7-12 Unacceptable Acceptable Frequency Frequency Percent K-6 Frequency Percent N/A Total 17 38 55.3 44.7 100.0 1 11 9.1 9.1 81.8 100.0 25 60 87 2.3 28.7 69.0 100.0 15 60.0 40.0 100.0 Percent K-12 Highly Acceptable 21 Frequency Percent Q6 Manag es student behavior? D17 Grade level(s) taught? 7-12 Unacceptable Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Acceptable Highly Acceptable Total 22 15 38 2.6 57.9 39.5 100.0 10 11 9.1 90.9 100.0 30 55 87 2.3 34.5 63.2 100.0 15 60.0 40.0 100.0 Frequency Percent 38 Q7 Encourag es all students to achieve their potential? D17 Grade level(s) taught? 7-12 Not Applicable Unacceptable Frequency Percent K-12 Acceptable 18 38 5.3 47.4 47.4 100.0 11 Percent Frequency Percent N/A Total 18 Frequency K-6 Highly Acceptable 18.2 81.8 100.0 24 59 87 1.1 3.4 27.6 67.8 100.0 15 6.7 53.3 40.0 100.0 Frequency Percent Q8 Integ rates curriculum and perspectives? Missing D17 Grade level(s) taught? 7-12 Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Not Applicable Unacceptable Acceptable 1 23 Highly Acceptable 13 Total 38 System 2.6 2.6 Total 60.5 34.2 100.0 10 11 9.1 18.2 63.6 90.9 9.1 100.0 3 41 40 87 3.4 3.4 47.1 46.0 100.0 Frequency Percent 11 15 6.7 73.3 20.0 100.0 Q9 Uses multidimensional assessment? Missing D17 Grade level(s) taught? 7-12 Not Applicable Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Frequency Percent Unacceptable Acceptable Highly Acceptable Total System Total 23 13 38 5.3 60.5 34.2 100.0 3 10 11 27.3 27.3 36.4 90.9 9.1 100.0 45 34 87 5.7 3.4 51.7 39.1 100.0 15 20.0 60.0 20.0 100.0 39 Q10 Promotes collaboration? D17 Grade level(s) taught? 7-12 Missing Not Applicable Unacceptable 18 16 38 2.6 7.9 47.4 42.1 100.0 1 10 11 9.1 9.1 9.1 63.6 90.9 9.1 100.0 3 29 52 87 3.4 3.4 33.3 59.8 100.0 10 15 6.7 66.7 26.7 100.0 Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Frequency Percent Acceptable Highly Acceptable Total System Total Q11 Uses technolog y? Missing D17 Grade level(s) taught? 7-12 Not Applicable Unacceptable 20 15 38 5.3 2.6 52.6 39.5 100.0 Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Acceptable Highly Acceptable Total 11 18.2 36.4 45.5 100.0 52 27 87 5.7 3.4 59.8 31.0 100.0 10 14 15 6.7 66.7 20.0 93.3 6.7 100.0 Percent Q12 Embraces diversity? 7-12 Not Applicable Frequency Percent K-12 Acceptable Percent N/A Total 15 21 38 5.3 39.5 55.3 100.0 11 27.3 72.7 100.0 26 57 87 4.6 29.9 65.5 100.0 Frequency Frequency Highly Acceptable Percent K-6 Total Frequency D17 Grade level(s) taught? System Frequency Percent 40 11 15 73.3 26.7 100.0 Q13 Professional development? D17 Grade level(s) taught? 7-12 Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Not Applicable Unacceptable 15 18 38 10.5 2.6 39.5 47.4 100.0 1 11 9.1 9.1 9.1 72.7 100.0 4 24 55 87 4.6 4.6 27.6 63.2 100.0 15 20.0 46.7 33.3 100.0 Frequency Percent Acceptable Highly Acceptable Total Q14 Overall quality as a teacher? D17 Grade level(s) taught? 7-12 Not Applicable Unacceptable Frequency Percent K-12 Frequency Percent K-6 Frequency Percent N/A Acceptable Highly Acceptable Total 21 17 38 55.3 44.7 100.0 11 27.3 72.7 100.0 23 60 87 1.1 3.4 26.4 69.0 100.0 15 6.7 60.0 33.3 100.0 Frequency Percent 41 Appendix K Fall 2003 Teacher Education Employer Satisfaction Survey Summary of Teacher Needed Skills/Trainings/Experiences Q15a Needed skills/training s/experiences Frequency Percent Class Management Skills: Student affective & behavioral problems; special needs 58 17.1 No Response 56 16.5 Other 42 12.4 ability to differentiate & integrate instruction/learning/curriculum 41 12.1 Curriculum development 18 5.3 Collaboration/Communication Skills: Between Teachers, With Parents, & Incorporating Parents 17 5.0 Motivation and Problem Solving Strategies 15 4.4 Reading/literacy: Curriculum, Assessment, Learning Strategies 14 4.1 NYS Standards/Assessment: Know, understand, apply 14 4.1 Technology integration to support instruction 13 3.8 Assessment/Data Integration for Decision-making: Improve instruction, ID student & self weaknesses 12 3.5 Team teaching 12 3.5 Increase hands on experience 2.1 Professional development 1.8 Writing support 1.2 Gender: Teacher by student and student by student interactions 1.2 Embrace Flexibility/Need for Change Time mangement skills 339 100.0 Total 42 ... education) employer satisfaction information Step – Survey Development The IRA Director conducted an extensive exploratory analysis of extant employer satisfaction surveys/procedures sold by national survey. .. perspective Step – Employer Identification The IRA Director aggregated four years (i.e., 1999 – 2002) of employment information reported by alumni on a series of graduate follow-up surveys The employer. .. integrated The final approved survey documents are found in Appendix A - C Step – Survey Distribution While there were 815 overall matches between the follow-up survey respondent's employer information