Assessment Day 2012 Focus: Educator as Member of Communities Data: Alumni Survey Initial Programs Employer Survey Initial Programs Alumni Survey Advanced and OSP Programs

Alumni Survey – Initial Programs Conducted March Administered once every three years. Sent as anonymous Qualtrics survey. Listing of graduates obtained from ISU Foundation. Potential problem with the recency of graduation of this group s sent, 878 did not fail, 52 responses received for response rate of 6% (likely artificially deflated due to inactive s).

Teaching Position Frequencies and Percentages (N = 52) Present Teaching PositionN% Early Childhood Education611.5 Middle Childhood Education59.6 Junior High/Middle School Education59.6 Secondary Education815.4 Special Education59.6 Other Not involved in education right now917.3

College-Based Preparation Frequencies and Percentages (N = 52) College-based Preparation for Teaching N% Early Childhood Education Middle Childhood Education Junior High/Middle School Education Secondary Education Special Education815.4 Speech Language Pathology23.8 None of these59.6

Number of years teaching? – Range from 1 – 32, Mean = 5.9. Were you formally prepared for all areas in which you are teaching? – 86% (n = 44) responded yes. – 14% (n = 7) responded no.

Means and Standard Deviations of Preparation Items (N = 44) MeanSD Design units of instruction that focus on the content standards for schools in Indiana Design classroom assessments that are aligned with Indiana content standards Create meaningful learning experiences based on content knowledge Assess your professional growth needs to develop a meaningful professional development plan Use teaching approaches that are sensitive to diverse learners Use multiple teaching strategies to encourage critical thinking Design developmentally appropriate learning tasks Work collegially with peers to improve student learning Mediate student learning to help students achieve full potential Develop productive relationships with parents or guardians to support student learning Design a learning environment to actively engage students in learning Use technology as an integral part of your instruction to support and extend student learning Use info. about community & student backgrounds to design relevant learning experiences Design and use formative assessments that give purposeful feedback to students Design and use classroom assessments that accurately assess student learning Reflect on your teaching to improve student learning Engage students in problem-based learning Serve as a respected student role model

General rating of preparation for first teaching assignment. – Excellent – n = 11 (25.0%) – Good - n = 25 (56.8%) – Fair - n = 5 (11.4%) – Poor - n = 3 (6.8%) What should be included in the curriculum to better prepare new teachers? Open ended question, 3 emergent response themes: – Classroom management skills (10 responses) – More frequent field experiences (11 responses) – Training in classroom technology (3 responses)

Employer Survey – Initial Programs Conducted May Administered once every three years. Sent as anonymous Qualtrics survey. Sent to all principals in Indiana, asking only those who had hired an ISU graduate in the last 3 years to respond. 1,924 s sent, 1724 did not fail, 58 individuals accessed the link, only 18 completed some aspect of the survey. No way of knowing the response rate, though it is clearly low.

Areas of Hiring Frequencies and Percentages of Respondents Indicating an Area (N = 18) Area of HiringN% Art15.6 Elementary Education633.3 English Education316.7 Mathematics Education15.6 Music Education422.2 Physical Education211.1 Science Education211.1 Social Studies Education316.7 Special Education422.2 Vocational /Trade/Industrial Technology15.6 Other527.8

Demographics of responding schools Locale Rural = 9 (69.2%); Suburban = 3 (23.1%); Urban = 1 (7.7%. School Type Elementary = 5 (38.5%); Middle = 3 (23.1%); High = 5 (38.5%). Number of Teachers Range from 20 to 85, Mean = 43. Enrollment Range from 275 to 1200, Mean = 643. Free and Reduced Lunch % Range from 5 to 80, Mean = Minority Enrollment % Range from 0 to 19, Mean = 4.9.

Rating of Preparation and Importance Items (N = 10; N = 11) Item Preparation Importance (4 = very well prepared/ very important; 1 = poorly prepared/not very important) MeanSDMeanSD Design units of instruction that focus on the content standards for schools in IN Design classroom assessments that are aligned with Indiana content standards Create meaningful learning experiences based on content knowledge Assess professional growth needs to develop a meaningful prof. development plan Use teaching approaches that are sensitive to diverse learners Use multiple teaching strategies to encourage critical thinking Design developmentally appropriate learning tasks Work collegially with peers to improve student learning Mediate student learning to help students achieve full potential Develop productive relationships with parents/guardians to support student learning Design a learning environment to actively engage students in learning Use tech. as an integral part of your instruction to support & extend student learning Use info. about community & student backgrounds to design relevant learning experiences Design and use formative assessments that give purposeful feedback to students Design and use classroom assessments that accurately assess student learning Reflect on your teaching to improve student learning Engage students in problem-based learning Serve as a respected student role model

Alumni Survey – Advanced Programs Conducted October Administered once every three years. Sent as anonymous Qualtrics survey. Listing of graduates obtained from ISU Foundation s sent, 430 did not fail, 32 responses received for response rate of 7.4% (likely artificially deflated due to inactive s).

Demographics of Respondents Degree earned at ISU – Masters: n = 17 (53.1%) – Educational Specialist:n = 14 (43.8%) – Doctoraten = 1 (3.1%) Licensure held – Teaching license:n = 7 – Principal license:n = 5 – Superintendent license:n = 5 – School Psychologist:n = 4 – Speech Language Pathologist:n = 2 – Special Education:n = 1 – School Counseling:n = 1 – School Services:n = 1 – Career and Tech Ed Director:n = 1

Demographics of Respondents Program from which they graduated – School Administration and Supervision (n = 15) – School Psychology (n = 5) – School Counseling (n = 2) – Principal Licensing (n = 2) – Educational Technology (n = 1) – Special Education (n = 1) Professional Memberships in Organizations – National Professional Organization:n = 18 (62%) – State Professional Organization:n = 26 (90%) – Regional Professional Organizationn = 10 (34%) Employed in field in which educated? Yes: n = 31 (96.9%) Employment Status: Full time = 26 (92.9%); Contract = 2 (7.1%)

Means and Standard Deviations of Effectiveness Rating Scale Items 5 = Highly Effective; 1 = Highly Ineffective MeanSD Understanding/assisting clients or students Increasing your knowledge and skills to perform in your field Advancing your understanding of the field Developing your identity as a professional Gaining knowledge concerning ethical/legal issues affecting your professional practice Improving your ability to collaborate in the field Strengthening your skills in working with diverse clients or students Using appropriate technology effectively

Open Ended Items Strengths of the ISU graduate program – Cohort approach – Practicum experiences – ISU faculty – Flexibility of curriculum Recommendations for improving ISU programs – Faculty recommendations (diversification of faculty teaching cohorts, retention of qualified faculty) – Programming recommendations (weekend and online offerings, increased support during fieldwork, consistency in use of distance education) – Program content recommendations (more info on how to use assessment on a daily basis, increased focus on daily guidance routines, increased emphasis on article 7 of the special education law)