First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i
First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the Surveys... Section Development and Validation of the Surveys... Structure of the Surveys... Section - Dissemination of the Surveys... Survey Samples and Response Rates... 5 Section Analysis of the Surveys... 6 Background Information... 6 Stakeholders Perceptions of the Teacher Preparation Program... 6 Exiting Candidates Perceptions of the Teacher Preparation Program... 6 Exiting Candidates Perceptions of the Candidate Proficiencies... 8 Alumni s Perceptions of the Teacher Preparation Program... 9 Alumni s Perceptions of the Candidate Proficiencies... Employers Perceptions of the Teacher Preparation Program... Employment... Exiting Candidates Employment Outlook... Alumni Employment... Employers Of UNH Graduates... 5 Employers Perceptions of UNH Graduates compared to other Graduates... 6 Section 5 - Summary and Recommendations... 6 Index of Tables Table - Components of the Program Exit Survey Table - Components of the Alumni Survey Table - Components of the Employer Survey Table Comparison of Alumni Survey Response Rate to Sample and Population 5 Table 5 Gender: Program Exit and Alumni Surveys 6 Table 6 Program Exit Survey: Race/Ethnicity 6 Table 7 - Alumni Survey: Race/Ethnicity 6 Table 8 Program Exit Survey: Employment Outlook Table 9 - Alumni Survey: Current Employment in Education Table - Alumni Survey: Type of Employment if Not Employed in Education Table - Alumni Survey: Number of Months to Find Employment 5 Table - Employer Survey: Employment of UNH Graduates as Teachers 5 Table - Employer Survey: Employment by Grade Level 5 Table Employer Survey: Employment by Subject Taught 5 Table 5 - Employer Survey: Comparing UNH Graduates to Other Graduates 6 Table 6 - Employer Survey: Likelihood of Hiring More UNH Graduates 6 ii
First Quarter Assessment Report Table 7 - Alignment of Survey Questions to Candidate Proficiencies 8 Table 8 Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department Table 9 Program Exit Survey: Respondents' Perceptions of their Preparedness to Teach their Subject Matter Table Program Exit Survey: Respondents Perceptions of their Preparedness as Reflective Practitioners Table Program Exit Survey: Respondents Perceptions of their Pedagogical and Professional Skills Table - Program Exit Survey: Respondents' Perceptions of their Field Experiences Table - Alumni Survey: Respondents' Perceptions of the UNH Graduate Education Department Table - Program Exit Survey - Respondents Perceptions of UNH Candidate Proficiencies 6 Table 5 - Alumni Survey - Respondents Perceptions of UNH Candidate Proficiencies 8 Table 6- Employer Survey Respondents Perceptions of UNH Candidate Proficiencies Index of Figures Figure - Assessment Transition Points... Figure Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department... 8 Figure Program Exit Survey: Respondents Perceptions of Candidate Proficiencies... 9 Figure Alumni Survey: Respondents Perceptions of How the Program Helped in Career Preparation... Figure 5 - Alumni Survey: Respondents' Level of Satisfaction with the Candidate Proficiencies... Figure 6 Alumni Survey: Respondents Perception of the Usefulness of Candidate Proficiencies... Appendix Appendix A Alignment of Survey Questions to Candidate Proficiencies... 7 Appendix B - Program Exit Survey: Respondents Perceptions about the UNH Graduate Education Program. Appendix C Stakeholders Perceptions of UNH Candidate Proficiencies... 5 iii
First Quarter Assessment Report Introduction This quarterly report presents and describes selected data as part of the UNH Graduate Education Department s Assessment System. The assessment system employs multiple measures of assessment to monitor candidates progress at various key points in the teacher preparation program. The Assessment System is designed to address five candidate transition points as illustrated in Figure. The transition points represent the progression of candidates based on key assessments associated with each transition point. The key assessments are designed to measure candidate proficiencies as described in the UNH Education Department s Conceptual Framework for Education, and meet the accreditation standards of the Council for the Accreditation of Educator Preparation (CAEP, formerly known as NCATE). The purpose of the quarterly reports is to examine the quality of the UNH Graduate Education Department s teacher preparation program based on a review and evaluation of selected key assessment data associated with the various transition points.. Entry to Student Teaching. Exit from the Program. Program Entry. Exit from Student Teaching 5. Followup Given the number of key assessments, each quarterly report will focus on a select number of assessments, with the intent of addressing all key assessments in Figure - Assessment Transition Points subsequent quarterly reports. The focus of the first quarter assessment report is a review and evaluation of selected data collected from surveys that are disseminated to three groups of stakeholders: ) exiting candidates, ) alumni, and ) employers of graduates. The survey administered to exiting candidates is the Program Exit Survey, and is associated with Transition Point Exit from the Program. The Alumni and Employer Surveys are the assessments associated with Transition Point 5 Follow-up. Although a wealth of data is collected from the surveys, data associated with candidate proficiencies and employment is the primary focus of this report. The report consists of the following sections: ) Purpose of the Surveys, ) Development of the Surveys, ) Administration of the Surveys, ) Analysis of Survey Data, and 5) Summary and Recommendations. Section - Purpose of the Surveys The purpose of these post-program surveys is to assess stakeholders perceptions of the quality of our teacher preparation program (i.e., elementary and secondary teacher preparation). The survey findings contribute to program evaluation and improvement. The program exit survey collects data from
First Quarter Assessment Report candidates who are exiting the University of New Haven s Graduate Education (i.e., the Unit ) Master s Degree of Science and Teacher Certification Programs. The purpose of the program exit survey is to obtain information on candidates perceptions of the Unit and the programs that they have completed, with a focus on coursework, intern/capstone field experiences, and student teaching as linked to the candidate proficiencies that are described in the UNH Graduate Education Department s Conceptual Framework. The program exit survey is employed during Transition Point : Exit From Program (see Figure for an illustration of the five assessment transition points). The purpose of the alumni survey is to collect perceptions of the teacher preparation programs from alumni who have graduated to 5 years ago, and to collect information about their employment. One intention of the survey is to assess alumni s perceptions of the program as it is linked to the candidate proficiencies (see UNH Graduate Education Department s Conceptual Framework for the candidate proficiencies). This alumni survey differs from the UNH alumni survey that is disseminated to all UNH alumni, as it is specifically tailored to graduates of the UNH Graduate Education Department. However, the Graduate Education Department Alumni Survey includes some questions that are common UNH alumni survey. The alumni survey is employed during Transition Point 5: Follow-up (see Figure ). The employer survey is disseminated to all 66 Connecticut school districts to collect information about employers perceptions of the quality of teachers who are graduates of the teacher preparation programs. The survey is designed to provide information on where candidates from the program are employed and in what capacity, and the employers perceptions of the quality of the performance teachers who have graduated from the UNH Graduate Education Department as related to the candidate proficiencies. This survey is employed during Transition Point 5: Follow-up (see Figure ). The three surveys complement one another, as the program exit survey is designed to capture candidates perceptions of the program immediately upon completion of the programs, whereas the alumni survey captures graduates perceptions of the program after a passage of time (e.g., at a minimum one year following graduation) and the employer survey obtains employers perceptions of the quality of graduates of our program as teachers in their school districts. Besides contributing to program evaluation and improvement, collecting and analyzing data from these three groups are in compliance with accreditation standards. Section Development and Validation of the Surveys The faculty and staff reviewed and revised the surveys during April and May. The surveys were revisions of surveys that were administered within the past to 6 years. The program exit survey was developed in the fall of. It has been administered on a continuous basis since February, with a couple of minor revisions made to it in. For example, an open-ended question that asked about membership in professional organizations was changed to a multiple-choice question with other as an option. The common responses made to the open-ended were used to create some of the options in the multiple-choice question. Candidates exiting the program are asked to react to statements using an agreement rating scale. The scale is used to assess the relative degree of agreement in response to general statements about the program and the Unit, and specific statements associated with the eleven () candidate proficiencies outlined in the UNH Graduate Education Department s Conceptual
First Quarter Assessment Report Framework (see Appendix B for the rating scale). The program exit survey has been collecting data on candidate proficiencies since its onset as a survey administered electronically in February. The alumni and employer surveys were revised to ensure that data about perceptions of candidate proficiencies would be obtained from these two stakeholder groups. The alumni survey is a revised version of the survey that was administered in. The survey was revised to include questions that ask respondents to indicate their level of satisfaction with the candidate proficiencies and the degree of usefulness of the proficiencies in preparing teachers. It includes questions asking about their current employment and education, and background information. The employer survey is a revision of an employer survey that was administered in 7. The survey was updated to include questions that ask respondents to indicate their level of satisfaction of teachers who prepared at UNH on their application of candidate proficiencies, and to indicate the usefulness of the proficiencies for entry-level candidates. The surveys were also structured to include questions that ask for stakeholders perceptions of the general quality of the program and the Unit as a whole, and open-ended questions in which respondents may indicate their perceived strengths of the program and suggestions for improvement. Background and demographic data, including information about employment are also collected. The data collected from these surveys will contribute to validity evidence in support of the candidate proficiencies, and help the department in making decisions related to program improvement. In May, prior to administrating the surveys, the faculty and staff participated in a pilot test of each survey. The purpose of the pilot test was to: ) permit a final review of the surveys, ) ensure that the instructions are clear and that the survey was easy to follow and complete, and ) assess the amount of time it takes to complete the surveys. The surveys were prepared for dissemination in May. Structure of the Surveys The surveys consist of quantitative and qualitative assessment components, as they are comprised of multiple-choice, rating scale, and opened-ended questions. The multiple-choice questions are designed to collect demographic and background data. A few of the multiple-choice questions included Other as an option. The Other option is included with some questions to allow respondents to indicate a response that is not available on the list of possible options. Respondents who select Other are able to type in a response to describe what they meant by Other. The rating scale questions are designed to obtain the stakeholders perceptions of different aspects of the program, including candidate proficiencies. An agreement rating scale, ranging from: ) Strongly Disagree, ) Disagree, ) Neutral, ) Agree, and 5) Strongly Agree was used to elicit exiting candidates and alumni s perceptions of the program. Unable to Judge was included as an option on the program exit survey if respondents could not for whatever reason select one of the points of the agreement rating scale. The alumni and employer surveys included a satisfaction rating scale ranging from: ) Very Dissatisfied, ) Dissatisfied, ) Satisfied, and ) Very Satisfied to elicit their level of satisfaction with the candidate proficiencies. Degree of usefulness of the candidate proficiencies was collected from alumni and employers using a rating scale ranging from ) Not useful at all, ) Slightly useful, ) Useful, and ) Very Useful.
First Quarter Assessment Report The open-ended questions were designed to obtain stakeholders comments about positive aspects of the program and suggestions for improvement. Tables describe the components of the surveys, types of questions, and the number of questions and rating statements associated with the components: Table - Components of the Program Exit Survey Components of the Program Exit Survey Type of Question Number of Questions and Rating Statements Demographic/Background Information Multiple-choice, Open-ended 9 Characteristics of the Unit Agreement Rating Field Experiences Agreement Rating General Experiences Agreement Rating 8 5 Candidate Proficiencies Agreement Rating 6 6 Information about the positive aspects of the program and suggestions for future events and improvement. Open-ended Total 6 Table - Components of the Alumni Survey Components of the Employer Survey Type of Question Number of Questions and Rating Statements Demographic/Background Information Multiple-choice, Open-ended 5 Candidate Proficiencies Satisfaction and Usefulness Ratings Information about the performance of UNH graduates Open-ended 5 Total Table - Components of the Employer Survey Components of the Alumni Survey Type of Question Number of Questions and Rating Statements Demographic/Background Information Multiple-choice, Open-ended Candidate Proficiencies Satisfaction and Usefulness Ratings Information about the strengths and weakness of the Masters program. Open-ended Total 57 Section - Dissemination of the Surveys The surveys are administered electronically. With the exception of the program exit survey, completion of the surveys is optional and respondents are not asked to provide any identifying information. For the program exit survey, candidates are provided a link to the survey. Completion of the program exit survey is required of all candidates upon completion of student teaching. Candidates do not enter their names on the program exit survey; however, they must enter their UNH Student Identification Number ( UNH Student IDs ). As evidence of completion of the survey, candidates are required to provide the Certification Officer with a screen shot of the last page of the survey. If the candidate is unable to provide a screen shot of the last page, then evidence of completion is verified by searching for his/her UNH Student ID in the survey data. Aggregated survey results are produced and shared with the department. UNH Student IDs are not included in aggregated results.
First Quarter Assessment Report Starting in, the alumni and employer were administered electronically and will be disseminated annually. On May, a link to the alumni survey was disseminated via email directly to alumni, using emails provided by the UNH Alumni Department. A reminder email containing a link to the survey was sent a week later (June 5), and a final reminder was emailed approximately one month after the survey was disseminated (July 5). On June 6, the employer survey was emailed to the superintendents of the State of Connecticut school districts. The superintendents were asked to forward the email containing the survey link to the appropriate principal or other school employee based on who is best qualified to provide information on UNH candidates. They were emailed a reminder approximately one week later (June ), and a final reminder during the beginning of July. Survey Samples and Response Rates Candidates upon completion of student teaching are required to complete the Program Exit Survey. The data of the survey respondents are summarized in this report completed student teaching by the Winter trimester. The alumni survey was disseminated to alumni with email addresses. The alumni department provided a list of alumni, their year of graduation, and if available, their email addresses. As indicated in Table below, of the 88 alumni who graduated in 5 to, 7 or 86.% have email addresses. Of the 7 alumni who were sent the survey,.7% responded. This response rate represents.8% of the total number of alumni who graduated in 5 to. Table Comparison of Alumni Survey Response Rate to Sample and Population Year of Graduation Number of Alumni Alumni with Email Addresses Survey Respondents Compared to Alumni with Email Addresses Survey Response Rate Compared to Total Number of Alumni Number Percentage Number Percentage Percentage Percentage 99* - - -.5% - - * - - -.5% - - 5 6 6 78.75% 8 9.% 6.5% 5.% 6 58 78.8% 5 7.%.% 9.9% 7 88.7%.6%.% 8.87% 8 85.7% 9.% 7.98% 6.7% 9 95 9.6% 6 8.9% 6.8% 5.8% 6 5 9.% 6 9.89% 7.% 6.5% Total 88 7 86.% 87.%.7%.8% *The survey respondents identified 99 and as the years of their graduation. The sample did not include graduates from these years. The employer survey was emailed to the superintendents of the 66 school districts in the State of Connecticut. Twenty-one () employers responded to the survey, which represents a.65% response rate; however, many of the respondents did not complete the entire survey. 5
First Quarter Assessment Report Section Analysis of the Surveys Background Information As indicated in Table 5, 75% of the exiting candidates indicated that they are female, and 5% indicated that they are male. Of the 77 alumni respondents, 7.% are female and 8.57% are male. When the exiting candidates are asked to indicate their race/ethnicity, the majority (8.5%) indicated that they are white, not of Hispanic origin. Five percent (5%) indicated that they were Hispanic, and % indicated that they are African American, not of Hispanic origin. Approximately % of the total group of candidates did not respond to this question. See Table 6 below for the number and percent of exiting candidates by race/ethnicity. The majority (9%) of alumni indicated that they are White/Caucasian, with remaining respondents indicating that they are American Indian/Alaskan Native, Asian or Asian American, Black or African American, or Multiracial/Multicultural. See Table 7 for these data. Table 5 Gender: Program Exit and Alumni Surveys Gender Program Exit Survey Alumni Survey Number Percent Number Percent Male 5.% 8.57% Female 75.% 55 7.% Total.% 77.% Table 6 Program Exit Survey: Race/Ethnicity Program Exit Survey Race/Ethnicity Number Percent Asian or Pacific Islander.% African American, not of Hispanic origin.6% Hispanic 5.% Native American or Alaskan Native.% White, not of Hispanic origin 8.6% Multiracial/multi ethnic.% Other.% Total 9.% Table 7 - Alumni Survey: Race/Ethnicity Alumni Survey Race/Ethnicity Number Percent American Indian or Alaskan Native.% Asian or Asian American.% Black or African American.% Hispanic or Latino/a.% Native Hawaiian or other Pacific.% Islander White/Caucasian 77 9.77% Multiracial/Multicultural.% Total 8.% Stakeholders Perceptions of the Teacher Preparation Program Exiting Candidates Perceptions of the Teacher Preparation Program Exiting candidates were asked to indicate their level of agreement in response to ten () statements describing characteristics of the UNH Graduate Education Department. The agreement scale ranged from: ) Strongly Disagree, ) Disagree, ) Neutral, ) Agree, and 5) Strongly Agree. Unable to Judge 6
First Quarter Assessment Report was included as an option if respondents could not for whatever reason select one of the points of the agreement rating scale. For ease of illustration and since the majority of the 9 exiting candidates selected agree or strongly agree for the majority of the statements, agree and strongly agree responses were aggregated and are presented in Figure below. A table showing the number and percent of responses for each point of the agreement rating scale are presented in Table 8 in the Appendix B. As shown in Figure, the majority of the respondents agreed or strongly agreed with the statements describing characteristics of the department, as 6% or more selected these options in response to the statements. For example, 87% of the respondents agreed or strongly agreed that they felt a sense of community with their fellow classmates. Eighty-seven percent of the respondents also indicated that the faculty positively interacted with them and their classmates, and 89.5% indicated that class size allowed for dynamic interaction between faculty and peers. Approximately 8% of the respondents indicated that the overall quality and effectiveness of teaching in the program was strong. Seventy-four percent indicated that the curriculum chosen by the department was useful for their professional role. Approximately sixty percent indicated that there was coordination among instructors in the program and 6% believed that the overall quality of advising in the program was strong. Approximately 68% was satisfied with the online course environments that they encountered. With respect to satisfaction with the library, equipment and facilities provided by the University, It should be noted that 5.9% ( of the 9) of respondents selected Unable to Judge; therefore, 88% of the remaining respondents (5 of the 9) indicated satisfaction with these resources. Lastly, 8.% agree or strongly agreed with the statement: At UNH, I was well prepared to enter the teaching profession. 7
First Quarter Assessment Report Figure Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department % % % 6% 8% %. I felt a sense of community with my fellow classmates.. Faculty positively interacted with my classmates and me.. Class sizes allowed for dynamic interactions with faculty and peers.. The overall quality and effectiveness of teaching in the program was strong. 87.% 87.% 89.5% 79.5% 5. There was coordination among instructors in my program. 59.8% 6. I believe that the curriculum chosen by the department was useful for my professional role as a teacher. 7. The overall quality of advising in the program was strong. 8. I was satisfied with the library, equipment, and facilities provided by the University. 9. I was satisfied with the online course environments I encountered.. At UNH, I was well prepared to enter the teaching profession. 7.% 6.% 88.% 68.% 8.% Agree and Strongly Agree Exiting Candidates Perceptions of the Candidate Proficiencies Exiting candidates were asked to indicate their level of agreement in response to a series of statements describing the candidate proficiencies. Since the candidate proficiencies are described by one of more statements, the respondents were asked to indicate their level of agreement to a total of 6 statements. The agreement scale ranged from: ) Strongly Disagree, ) Disagree, ) Neutral, ) Agree, and 5) Strongly Agree. Unable to Judge was included as an option if respondents could not for whatever reason select one of the points of the agreement rating scale. For ease of illustration, the agree and strongly agree ratings of the individual statements associated with the proficiencies were aggregated so that an overall agree or strongly agree percentage is presented for each proficiency. The reason for aggregating these data is because the majority of respondents selected either agree or strongly agree in response to the statements. These data are illustrated in Figure below. Table in Appendix C shows the number and percent of responses for each point of the agreement rating scale for each subcomponent of the candidate proficiencies. Ninety percent or more of the respondents agreed 8
First Quarter Assessment Report or strongly agreed to the statements associated with the following candidate proficiencies: ) Foundations, ) Subject Matter, ) Learning and Development, 5) Reflective Skills, 7) Pedagogical and Professional Skills, and 8) Assessment Skills. Eighty-five percent or more agreed or strongly agreed to the statements associated with: ) Research and 9) Dispositions. Seventy-seven percent or more agreed or strongly agreed to statements associated with: ) Diversity, and ) Collaboration and Initiative. Lastly, 65% of the respondents agreed with the statement associated with 6) Technologies. Figure Program Exit Survey: Respondents Perceptions of Candidate Proficiencies Program Exit Survey: Respondents' Perceptions of Candidate Proficiencies % % % 6% 8% % Candidate Proficiency. FOUNDATIONS. RESEARCH. SUBJECT MATTER. LEARNING AND DEVELOPMENT 5. REFLECTIVE SKILLS 6. TECHNOLOGIES 7. PEDAGOGICAL AND PROFESSIONAL SKILLS 8. ASSESSMENT SKILLS 9. DISPOSITIONS 65.% 9.87% 86.5% 97.% 97.% 96.5% 9.77% 9.87% 85.9%. DIVERSITY. COLLABORATION AND INITIATIVE 76.7% 79.9% Percent Agree or Strongly Agree Alumni s Perceptions of the Teacher Preparation Program Alumni were asked to indicate their level of agreement in response to six (6) statements describing how the UNH Graduate Education Departments Teacher Preparation Program helped them in career preparation. The agreement scale ranged from: ) Strongly Disagree, ) Disagree, ) Agree, and ) Strongly Agree. For ease of illustration and since the majority of the 8 alumni who responded to this section of the survey selected agree or strongly agree for the majority of the statements, agree and strongly agree responses were aggregated and are presented in Figure below. Table in Appendix B shows the number and percent of responses for each point of the agreement rating scale. In terms of helping alumni prepare for their careers, the majority of respondents (88% or more) indicated that the content that was covered in their coursework, the Education Department Professors, their internship/capstone experience, and student teaching helped them to prepare for their careers. However, about / of the 8 respondents (.75%) indicated that the Education Department provided 9
First Quarter Assessment Report adequate resources for finding a job. Yet, the majority (9%) agree or strongly agreed that, overall, the UNH Master s of Science/Teacher Certification Program helped them to prepare for their careers. Figure Alumni Survey: Respondents Perceptions of How the Program Helped in Career Preparation Alumni Survey: Respondents Perceptions of How the Program Helped in Career Preparation % % % % % 5% 6% 7% 8% 9% %. The content that was covered in my coursework prepared me for my career.. The professors in the Education Department helped prepare me for my career. My internship/capstone experience helped prepare me well for my career.. My student teaching experience helped prepare me well for my career. 5. The Education Department provided adequate resources to help me find a job. 6. Overall, the UNH Masters of Science/Teacher Certification program prepared me for my career..75% 87.5% 9.75% 87.5% 9.75% 9.5% Agree and Strongly Agree Alumni s Perceptions of the Candidate Proficiencies Alumni were asked to indicate their level of satisfaction with the candidate proficiencies and the degree of usefulness of the proficiencies in preparing teachers. A satisfaction rating scale ranging from: ) Very Dissatisfied, ) Dissatisfied, ) Satisfied, and ) Very Satisfied was used to collect their level of satisfaction. Degree of usefulness was collected using a rating scale ranging from ) Not useful at all, ) Slightly useful, ) Useful, and ) Very Useful. Since the majority of respondents indicated as being satisfied or very satisfied for the majority of the candidate proficiencies, these data were aggregated and are presented in Figure 5. Likewise, the useful and very useful ratings were aggregated and are presented in Figure 6. As indicated in Figure 5, the majority of respondents indicated that they were satisfied or very satisfied with the candidate proficiencies. The candidate proficiencies in which 9% or more respondents indicated as being satisfied or very satisfied were: ) Foundation, ) Research, and 5) Reflective Skills. With the exception of 6) Technologies (67.9%), the 77% to 89% of the respondents indicated as being satisfied or very satisfied with the remaining proficiencies. When asked to indicate the usefulness of the candidate proficiencies in preparing teachers, the majority (8% and greater) indicated that the majority of candidate proficiencies were useful or very useful. Of the remaining proficiencies, 7% indicated that 6) Technologies were useful or very useful, and 6% indicated that ) Foundations were useful or very useful. See Figure 6 below for these data. See Table
First Quarter Assessment Report 5 in Appendix C for the number and percent of responses for all points of the satisfaction and usefulness rating scales. Figure 5 - Alumni Survey: Respondents' Level of Satisfaction with the Candidate Proficiencies Alumni Survey: Respondents' Level of Satisfaction with the Candidate Proficiencies % % % 6% 8% % Candidate Proficiency. FOUNDATIONS. RESEARCH. SUBJECT MATTER. LEARNING AND DEVELOPMENT 5. REFLECTIVE SKILLS 6. TECHNOLOGIES 7. PEDAGOGICAL AND PROFESSIONAL SKILLS 8. ASSESSMENT SKILLS 9. DISPOSITIONS. DIVERSITY. COLLABORATION AND INITIATIVE 9.% 9.% 86.5% 86.8% 9.% 67.9% 85.% 77.% 89.7% 8.5% 8.5% Percent Satisfied or Very Satisfied Figure 6 Alumni Survey: Respondents Perception of the Usefulness of Candidate Proficiencies Alumni Survey : Respondents' Perception of the Usefulness of Candidate Proficiencies % % % 6% 8% % Candidate Proficiency. FOUNDATIONS. RESEARCH. SUBJECT MATTER. LEARNING AND DEVELOPMENT 5. REFLECTIVE SKILLS 6. TECHNOLOGIES 7. PEDAGOGICAL AND PROFESSIONAL SKILLS 8. ASSESSMENT SKILLS 9. DISPOSITIONS. DIVERSITY. COLLABORATION AND INITIATIVE 59.9% 8.% 86.5% 8.77% 9.5% 7.6% 87.5% 8.8% 8.% 8.8% 8.8% Percent Useful or Very Useful
First Quarter Assessment Report Employers Perceptions of the Teacher Preparation Program Employers were asked to indicate their level of satisfaction with teachers who prepared at UNH on their application of the candidate proficiencies using a satisfaction rating scale ranging from: ) Very Dissatisfied, ) Dissatisfied, ) Satisfied, and ) Very Satisfied. They were also asked to indicate the usefulness of the candidate proficiencies for an entry-level teacher (i.e., someone who has been teaching for to years) using a rating scale ranging from ) Not useful at all, ) Slightly useful, ) Useful, and ) Very Useful. Table 6 in Appendix C presents response data based on employers who completed this section of the survey. Since the response rate is low, a summary of the data is not provided. Employment This section of the report presents a summary of stakeholders responses to questions about employment. The employment-related questions in the Program Exit Survey ask for exiting candidates perceptions of their employment outlook. The alumni survey includes questions asking about current employment, with a series of questions related to employment in education should the respondent indicate that they are employed in the field of education, and a series of questions for those who are not employed in education. The employer survey asks if the school district has any teachers who prepared at UNH, and if so, a series of questions concerning their perceptions of the quality of those teachers are presented to the respondents. This section summarizes the responses to these questions in the following order: Exiting Candidates, Alumni, and Employers. Exiting Candidates Employment Outlook When asked for their outlook on current employment, exiting candidates were able to select more than one response to this question, had the option to select other as a response, and were able to describe what other meant in a space provided at the end of the question. Of the candidates who responded to this question, approximately 58% indicated that they were planning to begin looking for a full-time educator position soon, and approximately % of the respondents indicated that they were submitting applications and interviewing for full-time educator positions..5% of the respondents indicated that they have short-term substitute teaching positions, and 7.5% indicated that were hired as part-time or temporary educators (e.g., long-term substitute teaching). Since they were exiting the program at the time that they completed the survey, only.5% were hired as full-time educators. Ten percent of the respondents to this question answered other. One person did not answer any of the questions. See Table 8 below for these data.
First Quarter Assessment Report Table 8 Program Exit Survey: Employment Outlook Program Exit Survey: What is your current employment outlook? Check all that apply. Answer Options Percent n I have been hired as a full-time educator..5% I have been hired as a part-time or temporary educator (e.g., long-term substitute teaching). 7.5% 7 I am short-term substitute teaching..5% I am submitting applications and interviewing for full-time educator positions..% I plan to begin looking for full-time educator positions soon. 58.% I do not plan to look for a full-time educator position right now. 5% I do not plan to pursue a career in education..% Other (please specify) Answered question 9 Skipped question Alumni Employment Of the 76 respondents to a question that asked about current employment in education, the majority of alumni (8%) indicated that they are full-time educators. The remaining 6% of the respondents indicated that they are full-time substitute teachers (5%), part-time substitute teachers (%), a teacher s aide (%), a tutor (%), or indicated other (%). See Table 9 below for the data. Thirteen respondents indicated that they are not employed in the field of education, and their type of employment varied. Since the number of respondents is small for this question, see Table below for the data. A small number () indicated that they are unemployed, and a small number () indicated that they are stay-athome parents. When it came to indicating the number of months it took for the alumni to find employment, % of the 76 respondents indicated that it took from to months, and 7% indicated that it took more than months. However, more than half (5%) indicated that it took months or less to find employment. See Table below for the data. Table 9 - Alumni Survey: Current Employment in Education Alumni Survey Current Employment in Education n Percent Full-time educator 6 8.% Part-time educator.% Full-time substitute teacher 5.6% Part-time substitute teacher.6% Tutor.% Teacher s aide.95% Other.6% Total 76.% Table - Alumni Survey: Type of Employment if Not Employed in Education Alumni Survey Type of Employment If Not Employed in Percent n Education Stay-at-home parent 5.8% Unemployed.8% Employed in finance/banking.8% Employed in the health care industry 5.8% Employed in civil service 5.8% Employed in the Insurance industry 7.7% Total.%
First Quarter Assessment Report Employers Of UNH Graduates Table - Alumni Survey: Number of Months to Find Employment Alumni Survey Number of Months to Find Employment n Percent - months 9.7% -6 months.6% 7- months 8.5% More than months 6 7.7% Total 76.% Respondents were asked to indicate if any University of New Haven Students were currently employed as teachers in the setting that they listed. Fifteen responses were recorded. As indicated in Table, of the 5 responses, 9 (6%) indicated that a University of New Haven graduate was employed at their location and 6 (%) indicated that there were no graduates from University of New Haven who were currently employed as teachers in their institution. Of the 9 instances of a positive response, of them were from the Meriden School District. When asked to indicate the grade level of the employees, as indicated in Table, the employees taught various grades in elementary school. Four responses were made to the question about the types of subjects taught by employees and these data are shown in Table. Table - Employer Survey: Employment of UNH Graduates as Teachers Employer Survey Employment of UNH Graduates as Teachers n Percent Yes 9 6.% No 6.% Total 5.% Table - Employer Survey: Employment by Grade Level Employer Survey Employment by Grade Level n Percent Pre-Kindergarten.% Kindergarten 8.% First Grade 8.% Second Grade 5.% Third Grade 6.68% Fourth Grade 8.% Fifth Grade 5.% Sixth Grade 8.% Seventh Grade.% Eighth Grade.% Other.% Total.% Table Employer Survey: Employment by Subject Taught Employer Survey Employment by Subject Taught n Business World Language Math Science English/ Language Arts Social Studies Music Art Other Total 5
First Quarter Assessment Report Employers Perceptions of UNH Graduates compared to other Graduates When respondents were asked to compare UNH graduates to other teacher education graduates who have comparable years of teaching experience, and four () responses were obtained. Of the four responses, selected that UNH graduates are more able, did not see a difference, and felt that UNH graduates were less able. This information is summarized in Table 5. There are insufficient data to draw conclusions about employers perception of the ability of UNH graduates in comparison to teachers who have graduated from other programs. Table 5 - Employer Survey: Comparing UNH Graduates to Other Graduates UNH Graduate Education Department Employer Survey The ability of teachers who are graduates of the UNH Graduate Education Department compared to other Teachers with n comparable years of teaching experience. Significantly more able More able No Difference Less able Significantly less able Total Respondents were asked: Given your experience working with graduate(s) of University of New Haven, what is the likelihood that your institution would hire more University of New Haven graduates? As indicated in Table 6, of the four employers who responded to the question, selected that they would be very likely to hire more graduates and selected somewhat unlikely. Given the low response rate, conclusions cannot be drawn about the likelihood of employers hiring more UNH graduates. Table 6 - Employer Survey: Likelihood of Hiring More UNH Graduates UNH Graduate Education Department Employer Survey Likelihood of Hiring More UNH Graduates n Very Likely Somewhat Likely Neither likely nor unlikely Somewhat unlikely Very unlikely Total Section 5 - Summary and Recommendations Overall, the majority of exiting candidates and alumni indicated satisfaction with the components of the UNH Graduate Education Department s teacher preparation program. It was not possible to provide meaningful summary of employers perceptions of the program given the low response rate to the employer survey. Candidates exiting the program indicated that they perceived that the program prepared them well for the teaching profession. Alumni too, indicated that overall, the program prepared them for their career. Exiting candidates indicated that the program prepared them according 6
First Quarter Assessment Report to the candidate proficiencies. Respondents to the alumni survey indicated that the candidate proficiencies were useful and they were satisfied with them as related to the teacher preparation. In terms of employment outlook, the majority of exiting candidates indicated that they plan to pursue a career in education. The majority of alumni who responded to the survey indicated that they are currently employed in the field of education. About half of the respondents indicated that they found employment in less than months, with the majority of them finding employment within the first months from exiting the program. Of note was the low number of respondents indicating that the department provided them with adequate resources to find a job. The response rate to the employer survey was very low, and it may have been due to the time of year that the survey was administered. The survey was disseminated in May and was available for completion up until July. In an attempt to increase the response rate to the employer survey, it is recommended that the survey be disseminated in during the Fall of (e.g., October through December ). 7
First Quarter Assessment Report Appendix A Alignment of Survey Questions to Candidate Proficiencies 7
First Quarter Assessment Report Table 7 - Alignment of Survey Questions to Candidate Proficiencies Program Exit, Alumni and Employer Surveys: Alignment of Survey Questions to Candidate Proficiencies Program Exit Survey Alumni Survey Employer Survey UNH Candidate Proficiency ID Number on Survey Number of Questions ID Number on Survey Number of Questions ID Number on Survey Number of Questions. Foundations: Knowledge of Western and American philosophies of education, their historical contexts, and the underlying implications of both as they relate to current practices of Western 7, 8, schooling.. Research: Knowledge of the research base that guides effective practice, how to use the research base to inform candidate s beliefs, choices, and actions, and how to develop 9,, curriculum that is grounded in research literature.. Subject matter: Knowledge of subject area content, disciplinary development, and the dynamic interaction across all subject areas; promotes critical thinking in students and self; knowledge of lifelong learning skills to continually strive to grow, refine and challenge their, 5, 6 content knowledge and pedagogy.. Learning and Development: Deep knowledge of human development and its significant relationship to theories of learning, assessment, motivation and pedagogy., 7, 8 5. Reflective Skills: Analytic knowledge and process skills, allowing candidates to critique, refine, and adjust their teaching in order to incorporate effective instructional strategies for all 5 5, 6 9, learners. 6. Technologies: Knowledge and skills in the use of technologies appropriate to candidates fields of study and to pedagogical practice in general and the ability to effectively select and integrate developmentally appropriate technology to support instructional goals and 6 7, 8, objectives. 7. Pedagogical and Professional Skills: Knowledge of the repertoire of techniques and strategies in the content areas that support work with all students; knowledge of effective instructional planning techniques and designs, based upon knowledge of human development, community 7 5 9,, and context; knowledge of effective classroom management practices that will provide environments for successful student learning. 8. Assessment Skills: Knowledge that includes the principles and purposes of formative and summative assessment instruments, the ability to develop, fairly administer, accurately measure, and carefully interpret assessments, and the analytic skills necessary to critique 8, 5, 6 assessments when necessary. 9. Dispositions: The combination of intellectual, moral, ethical, and social beliefs that underscore candidates understanding of their roles and influences on learners and the broader community as well as their professional roles and responsibility and advocacy. The 9, 7, 8 understanding of education as a profession, in combination with effective communication and leadership skills.. Diversity: Knowledge and understanding of the cultural, racial, religious, and economic backgrounds, as well as dis/abilities that learners bring to the classroom and the ability to use 5, 6 9, this knowledge to develop instructional strategies that promote student learning and success.. Collaboration and Initiative: A commitment to develop meaningful relationships with colleagues, families, and the broader community and the passion for lifelong learning, continuous professional improvement, and advocacy for educational institutions to adapt to 7, 8, social change. Total Number of Statements 6 8
First Quarter Assessment Report Appendix B - Program Exit Survey & Alumni Survey: Respondents Perceptions about the UNH Graduate Education Program
First Quarter Assessment Report Table 8 Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department Program Exit Survey: Respondents Perceptions of Characteristics of the UNH Graduate Education Department, n = 9 Number (and Percent) of Respondents n Statements. I felt a sense of community with my fellow classmates.. Faculty positively interacted with my classmates and me.. Class sizes allowed for dynamic interactions with faculty and peers.. The overall quality and effectiveness of teaching in the program was strong. 5. There was coordination among instructors in my program. 6. I believe that the curriculum chosen by the department was useful for my professional role as a teacher. 7. The overall quality of advising in the program was strong. 8. I was satisfied with the library, equipment, and facilities provided by the University. 9. I was satisfied with the online course environments I encountered.. At UNH, I was well prepared to enter the teaching profession. Strongly Disagree () Disagree () Neutral () Agree () Strongly Agree (5) X SD Unable to judge (.6%) (.6%) (7.7%) 6 (.%) 8 (6.%).6.9 (.6%) (%) (.%) (.%) (5.8%).6.87 (.6%) (%) (7.9%) (.%) (55.%).9.86 (.6%) (5.%) 5 (.8%) 5 (8.5%) 6 (.%)..99 (.7%) (.5%) 9 (.7%) (8.%) (.6%).78. (%) (5.%) 8 (.6%) 6 (.%) (.%)..87 (5.%) 5 (.8%) 7 (7.9%) (8.%) (5.9%).77. (%) (%) (.%) (8.%) (.%).8.68 (5.%) 6 (5.8%) (.5%) 5 (9.5%) (8.9%).7. (%) (5.%) (.5%) 6 (.%) 6 (.%)..8
First Quarter Assessment Report Table 9 Program Exit Survey: Respondents' Perceptions of their Preparedness to Teach their Subject Matter Statements Program Exit Survey: Respondents Perceptions of their Preparedness for Teaching, n = 9. I have the content knowledge necessary for teaching the subjects I intend to teach.. I understand the central concepts, tools of inquiry, and structures of my discipline and can create learning experiences that make these aspects of subject matter meaningful to students.. My program taught me to effectively plan lesson and curriculum goals. Strongly Disagree () Number (and Percent) of Respondents Disagree () Neutral () Agree () Strongly Agree (5) X SD n Unable to judge (%) (%) (5.%) (5.9%) (6.%).5.6 (%) (.6%) (%) 6 (.%) (6.%).59.5 (%) (%) (.%) (5.9%) 5.8%)..68 Table Program Exit Survey: Respondents Perceptions of their Preparedness as Reflective Practitioners Statements Program Exit Survey: Respondents Perceptions of their Preparedness as Reflective Practitioners, n = 9 Number (and Percent) of Respondents. My program prepared me to be a reflective practitioner who continually evaluates the effects of my choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.. My program taught me to value the merits of different approaches to curriculum, assessment, teaching, and learning.. My program taught me to value the continual development of professional knowledge. Strongly Disagree () Disagree () Neutral () Agree () Strongly Agree (5) X SD n Unable to judge (%) (%) (.6%) (.%) 5 (6.%).6.5 (%) (.6%) (.6%) 5 (8.5%) (56.%).9.68 (%) (.6%) (.6%) (.%) (6.5%).5.68
First Quarter Assessment Report Table Program Exit Survey: Respondents Perceptions of their Pedagogical and Professional Skills Program Exit Survey: Respondents Perceptions of their Pedagogical and Professional Skills, n = 9 Statements. My program prepared me with appropriate professional knowledge.. My program prepared me to teach with a variety of instructional strategies to encourage student development of critical thinking, problem solving and performance skills.. My program taught me to plan effective learning experiences to help students reach standards.. My program prepared me to use evidence to solve problems of practice and make informed educational decisions. 5. My program prepared me with the skills to help all students learn. Strongly Disagree () Number (and Percent) of Respondents Disagree () Neutral () Agree () Strongly Agree (5) X SD n Unable to judge (%) (%) (5.%) (56.%) 5 (8.5%)..58 (%) (%) (5.%) (5.%) 7 (.6%).8.59 (%) (%) (5.%) (5.%) 7 (.6%).8.59 (%) (.6%) (7.7%) 8 (6.%) 7 (.6%)..7 (%) (5.%) 6 (5.%) 7 (.6%) (5.9%)..85 Table - Program Exit Survey: Respondents' Perceptions of their Field Experiences Program Exit Survey: Respondents Perceptions of their Field Experiences Statements. My intern/capstone field experience contributed to my professional growth.. My student teaching field experience contributed to my professional growth.. My combined field experiences allowed me to employ the knowledge and skills I learned during my program.. My combined field experiences allowed me the opportunity to support all learners and value diversity. Strongly Disagree () Number (and Percent) of Respondents Disagree () Neutral () Agree () Strongly Agree (5) X SD n Unable to judge (%) (%) (.6%) (5.9%) (6.5%).59.55 (%) (%) (%) 8 (.5%) (76.9%).79. (%) (%) (5.%) (8.%) 5 (6.%).6.59 (%) (%) (.6%) (.%) (6.5%).6.55