Grambling State University Standard Four Compendium 2 R4.2 Satisfaction of Employers

The completer in the Undergraduate Music Education-Instrumental/Vocal K-12) program was evaluated with the highest average scores of “Effective Proficient” in fourteen areas of the Danielson rubric.

 In Domain 1: Planning and Preparation, the completer was evaluated most highly in the areas Demonstrating Knowledge of Students, and of Setting Instructional Objectives. The lowest evaluations were in the areas of Demonstrating Knowledge of Resources, Designing Coherent Instruction, and Designing Student Assessments where the completer was evaluated as “Effective Emerging”

 In Domain 2: The Classroom Environment, the completer was evaluated highest in Managing Classroom Procedures and Managing Student Behavior scoring “Effective Proficient”. The lowest evaluations were in the areas of Creating an Environment of Respect and Rapport and Establishing a Culture for Learning, again scoring “Effective Emerging”.

 In Domain 3: Instruction, the completer was evaluated as being “Effective Proficient in all areas except for the area of Demonstrating Flexibility and Responsiveness where the completer was scored at the “Effective Emerging” level.

 In Domain 4: Professional Responsibilities, the completer was evaluated as “Effective Proficient” in all components.

The completers in the Undergraduate Secondary Education and Teaching program were rated as having strong teacher skills as well. Both Secondary Education and Teaching completers were rated as “Highly Effective” in four areas of the Danielson rubric including Managing Classroom Procedures, Managing Student Behavior, Organizing Physical Space, and Communicating with Students.

 In Domain 1: Planning and Preparation, both completers were evaluated at either “Highly Effective” or “Effective Proficient” in all components, except one, where one completer was rated as “Effective Emerging” in Setting Instructional Objectives.

 In Domain 2: The Classroom Environment, the lowest rating was “Effective Proficient” in two components.

 In Domain 3: Instruction, they were evaluated most highly in all components, receiving ratings of at least “Effective Proficient” except where one completer was rated as “Effective Emerging”

 In Domain 4: Professional Responsibilities, both completers were evaluated as “Effective Proficient” with at least one completer being rated as “Highly Effective” in all components except one where the completer was rated as “Effective Proficient”.

The MAT completers were all from the Elementary and Special Education (Mild/Mod) program. Overall, they demonstrated evaluations that were rated more highly than the undergraduate completers. All three MAT completers were rated as “Highly Effective” in fourteen areas of the Danielson rubric. The weakest areas were Designing Student Assessments and Using Assessment in Instruction, yet the overall group average was still greater than 3.0 on a 4-point scale.

Focus Group Interview:

Evidence from Focus Group Interview indicates that employers have been generally pleased with the knowledge, skills, and dispositions of the completers whom they hired or supervised. The principals who were interviewed had supervised at different school types (public vs. charter), yet both schools had students with diverse needs. The principals expressed satisfaction that completers from the EPP were not only knowledgeable and skilled but were generally successful at creating school environments that were supportive to diverse students.

Additional Anecdotal Data from 2021-2022 Louisiana Elementary Principal of the year Mr. Marco French, also a GSU graduate, indicated that he places completers from Grambling State University at the top of the list when given a list of applicants for employment.

Continuous Improvement

Focus Area(s):