Standard Four Compendium 2 - RA4.2 Satisfaction of Completers

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction

of Completers

Alignment to National Standard: CAEP Standard RA4 - The provider documents the satisfaction of its completers and their employers with the relevance and effectiveness of their preparation.

RA4.2 Satisfaction of Completers The provider demonstrates the program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that their preparation was effective

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: The assessment is to ascertain how completers from the M.Ed. program view the relevance and effectiveness of the program in preparing them to use their knowledge and skills in educational settings. It is also to gather information for continuous improvement to meet the needs of future advanced candidates and completers entering and matriculating in current programs.

Details of Assessment Administration: Focus Group: We contacted completers who had completed the program within the past three years in November 2022 to ask if they would be willing to participate in a focused interview about their satisfaction with the program. Three accepted initially; however, one had a medical emergency and asked if she could be interviewed later in the spring. Consequently, the interview was conducted with two completers who represented each of the two Advanced Programs. The interview was conducted via Zoom, and the interview was transcribed and analyzed by an external reviewer with qualitative research experience.

Survey of Completers: We contacted completers from 2019 - 2022 and asked them to complete a survey about their preparation in the program. The survey asked questions tied to the CAEP Standard RA.1 Content and Pedagogical Knowledge, as well as questions reflecting the specific programs in which they were enrolled.

Evidence and Analysis

Directions Delivered to the Candidate: Before the interview began, the candidates were advised that the interview would be recorded, and their answers transcribed and analyzed. They were then asked if that would be acceptable to them. When they agreed, they were then assured of confidentiality, and that their answers would assist us in improving our program.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction of Completers

Evaluation Instrument: These are the questions asked during the interview:

Program Completer questions (tied to RA1.1)

Question 1: Tell us about your successes & highlights so far during your teaching career.

Question 2: Tell us about any challenges you've encountered during your teaching that we could have addressed in our program.

Question 3: How did the classes that you took during the Graduate preparation program impact your ability to manage classroom experiences?

Question 4: Can you think of a time or situation where you used your knowledge and skills gained from the program to work with diverse learners (e.g., ELL, students with exceptional needs) in your school? RA1.1

Question 5: Has anyone had an opportunity to look at data, or make decisions based on data (testing data, state student performance data to create supportive, diverse, equitable, inclusive environments? If so, what decisions have you made? RA 1.1c

Question 6: How well do you think you were prepared to use the integrated technology in your school? RA 1.1e

Question 7: Have you had the chance to use appropriate technology for your field in Reading or Special Education

RA 1.1e

Question 8: Have you had any opportunities to mentor colleagues, or provide support to parents or related service personnel in collaborative activities? RA1.1d

Question 9: Thinking of the policies, and ethics, professional standards, and even the laws (special education) of the field from which you graduated, can you think of a time where you reflected back that you saw them in action or inaction? RA 1.1f

QAS and Continuous Improvement. Standard

5

Question 10: Of the education classes you have taken, which have been the most beneficial and the least beneficial in your teaching career and why?

Question 11: What can we do to improve our programs (Reading or Special Education) for those coming behind you?

Question 12: Is there anything else you would like to share about your preparation here at GSU’ s teacher education program?

Survey Questionnaires

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction of Completers

Presentation of Data

Focus

Question 1: Tell us about your successes & highlights so far during your teaching career.

Completer #1 (graduate of the M.Ed. in Special Education Mild/Moderate)

Successes: I have had successes with reaching students and address their individual needs

Completer #2: (graduate of the M.Ed. in Curriculum & Instruction-Reading)

Successes: Had success in as a mentor of teachers

Question 2: Tell us about any challenges you've encountered during your teaching that we could have addressed in our program.

Completer #1:

Challenges: Not as knowledgeable about specifics of I. E. P. process. Received generalized instruction but specific practice of would have been valuable

Challenges: Not as knowledgeable about specifics of I. E. P. process. Received generalized instruction but specific practice of would have been valuable

Question 3: How did the classes that you took during the Graduate preparation program impact your ability to manage classroom experiences?

Completer #2:

Yes the courses had “direct impact”. An example is the coursework on word study. Analyzing that data helped me plan “more purposefully” for students’ growth.

Completer #1:

Yes, the coursework was helpful. Knowledge of assessment helps diagnose students’ needs “even before formal diagnosis.” I can add “meaningful information to change student behavior.”

Question 4: Can you think of a time or situation where you used your knowledge and skills gained from the program to work with diverse learners (e.g., ELL, students with exceptional needs) in your school? RA1.1

Completer #1:

Lots of experience with diverse learner. For example, I used an approach to assist an ELL student whose constant failure was pushing him to drop out and go to work. I developed a meaningful way for him to learn.

Completer #2:

I reference books from the program to apply accommodations to help students “instead of simply passing them on.” For example, I developed a strategy of building up their vocabulary and move them from speaking to reading to writing.

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction of Completers

Question 5: Has anyone had an opportunity to look at data, or make decisions based on data (testing data, state student performance data to create supportive, diverse, equitable, inclusive environments? If so, what decisions have you made? RA 1.1c

Completer #1:

Yes, decisions are made based on data. With the push toward ACT scores, I secured previous year’s data and “shared it with the students” to show them how to use past performance to “reach their grandiose dreams.” I informed them of the expectation of increases each time they take the exam. The “end goal was to eventually show students how to use their own to drive their goals and make a plan to reach them.”

Completer #2:

Yes, data are helpful to “know where to pinpoint and attack student problems.” For midyear assessment, I show students their progress. “Even in 4th grade, they should learn to be accountable to themselves. The school goals are high, therefore, students are shown their scores so that the teacher will know what to “target and grow them” and students will know “what they need to do to get to their goals.”

Question 6: How well do you think you were prepared to use the integrated technology in your school? RA 1.1e Completer #2:

I was able to “step up” with technology, with activities and with modeling technology use. It was an easy adjustment because my parish uses CANVAS.

Completer #1:

CANVAS was not user friendly. There is more out there that I was able to transition to.

Question 7: Have you had the chance to use appropriate technology for your field in Reading or Special Education RA 1.1e

Completer #1:

Google Classroom was used at my previous school and it was user friendly. At the current school, students are resistant to some technology. They want “paper packets”. I try to alert them to the need for online work, to better ways to do their work, to move “forward into the future.” My emphasis on moving forward “goes all the way back to my Grambling training with Dr. Barnes” who taught the ITSE standards and an emphasis on adapting to change.

Completer #2:

Yes, I can use Google Classroom but the school took it away. I use it and it helps with monitoring students and with assignments such as researching primary sources in Social Studies.

Question 8: Have you had any opportunities to mentor colleagues, or provide support to parents or related service personnel in collaborative activities? RA1.1d

Completer #2:

Yes. I mentor six teachers at the school level and one at the state level. “Thank you very much, Grambling State, for the educational leadership and reading specialist training.” The focus with the K-1 teachers is to make sure they do not “fall through the cracks in literacy teaching.”

A specific example: “Like Dr. Jaggers, I emphasize the BIG FIVE.” Frequent meetings are held to determine goals. Frequent questions are asked: What can we do for students in small group activities and independent work? How are we presenting and modifying oral reading fluency and comprehension? What data should be examined? What is important? Generally, we work on SLTs for readiness to move students to the next level.

Completer #1:

Grambling State University Standard Four Compendium 2

Satisfaction of Completers

Yes, I have worked with parents. One example was an 11th grader who was tired of school and wanted to get a job. He did not have “deficits” but never learned the habits and skills necessary to read. He had math skills which he used in assisting at home. After “contracting with his mother” he practiced daily reading activities and earned certification in “Food Safety”. His mother was grateful. Other parents appreciated knowing goals and plans for their children.

Question 9: Thinking of the policies, and ethics, professional standards, and even the laws (special education) of the field from which you graduated, can you think of a time where you reflected back that you saw them in action or inaction?

RA 1.1

Completer #2:

There are many 504 plans for which accommodations are in effect. For example, the “Read Aloud” accommodations were helpful during the past. The policy changed and students cannot have “Read Aloud”. “We build them up; then policy changes.”

Completer #1: Personal Needs Profiles show some students are not in programs (504 or IDEA) or they get glossed over. Teachers know the needs and they request the necessary help.

QAS and Continuous Improvement. Standard 5

Question 10: What were the best things about the teacher education program?

Completer #1:

Even though more insight about I. E. P.s would be helpful, “everything else was beneficial.” For example, on instructor, Dr. Newman, makes you do many projects and use them with real students while you are in training. That preparation is beneficial for students.

Completer #2:

The best thing about the program was how “in-depth it was.” The results were:

1. It opened doors for many opportunities

2. The program carried more weight than any of the other degrees I have

3. I am asked to do work on the district level, such as serving on the ELA Task Force

4. I am requested for professional development to train teachers (using some of the content from Dr. Ghongkedze’s course

5. I felt well prepared

Question 11: What can we do to improve our programs (Reading or Special Education) for those coming behind you?

Completer #1:

More help is needed with knowing exactly what I. E. P. formats look like.

Completer #2:

To improve “maybe provide snacks when we get there.” The program “set me up to get what I needed. Thank the Lord.”

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction of Completers

Question 12: Is there anything else you would like to share about your preparation here at GSU’s teacher education program?

Nothing was added.

EXTERNAL EVALUATOR CONCLUSIONS:

1. The clarity and ease with which the completers articulated answers indicated they not only have knowledge and skills in their respective areas but also, they have strong, positive dispositions of caring about students and their growth.

2. The completers demonstrated ability to address the needs of diverse student populations.

3. Their vivid recall of specific training and particular professors indicates they received a solid foundation at the undergraduate level at Grambling State University.

Additional Evidence:

One of the completers from the program was recently named Teacher of the Year for her school

Grambling State University Standard Four Compendium 2 RA4.2 Satisfaction of Completers

Comments in response to the questions about areas of strength and weakness:

What did we do well?

“The reading conference project was an amazing experience. We were able to apply the applications learned in the classroom to the job. The project was created by Dr. Jaggers to not only create a plan for intervention for a colleague but to coach them through the process and record data. Seeing the results and increase in data shows the powerful impact of effective leadership in coaching and understanding the knowledge of literacy standards.”

How can we improve?

“As a graduate before the pandemic, I would say that program could have one or two prerequisite courses online but the other courses to remain in person as a hybrid model to allow collaboration when completing projects that require field studies.”

Grambling State University

M.Ed. Advanced Completers

Initial Certification – Special Education

2020-2021

(Fall 2020, Spring 2021, Summer 2021

1-Strongly Disagree 2- Disagree 3 – Agree 4 – Strongly Agree

CAEP Advanced Do you feel that you were prepared to use/do: 1

RA 1.1a Application and use of Data (Data Literacy)

RA 1.1b Use of research in the field or educational setting

RA 1.1c Employment of data analysis and evidence to develop supportive, inclusive and equitable learning environments for diverse students

RA 1.1d Leading and/or participating in collaborative activities with others (e.g., colleagues, parents, community, administrators)

RA 1.1e Selecting and/or using appropriate technologies in their field

RA 1.1f Demonstrating professional dispositions, knowledge of laws and policies, ethics and professional standards of the field

Comments in response to the questions about areas of strength and weakness:

What did we do well?

“Teaching what special education is, going through an IEP both annual and triannual, and building relationships with students.”

How can we improve?

“Reading curriculum, parent teacher relationship, professional tone and speech, lesson building”

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Four Compendium

Analysis and Interpretation

From the Interview: Overall, most completers from the Advanced program were satisfied with the programs. In the focused interview, Completer #2 stated that much of what was learned was able to be applied in the direct intervention with P-12 students. Additionally, Computer #2 has been able to share what was learned with other teachers at the school. Completer #1 stated that the learning could be applied to working with students, and supporting and encouraging students in secondary programs; however, the completer wanted more direct instruction on developing IEPs rather than just implementing them. Both completers were appreciative of the technology training that they received at the EPP, but that not all of the technology used in the schools was “user friendly”. They also appeared to appreciate the field experiences that required them to take what was learned at the EPP and apply it to actual P-12 students. Completer #1 emphasized several times that more experience creating actual IEPs (or ITPs) would have been helpful and those suggestions appear below in the section for Continuous Improvement.

From the Survey: The completers from the Reading Specialist program were much more satisfied with the program than the completer from the Special Education program. The completers from the Reading program felt that they were very prepared to use technology, apply and use data, use and engage in research, create supportive environments, engage in collaborative activities, and believed that they could demonstrate the professional dispositions, and knowledge of the laws and ethics of the field. In contrast the completer in Special Education indicated dissatisfaction with the program in all areas. Interestingly, the completer stated that the program was seemingly effective in providing information detailing what special education was about, developing relationships with students and understanding the IEP process. The completer thought that the program should provide more information about the reading curriculum, the parent- teacher relationship, professional tone, and lesson building.

Continuous Improvement

Focus Area(s):

1. Because the focused interview was new, we need to conduct a validity study to see if the questions and format were appropriate for Advanced programs.

2. Because the completer noted that seeing sample IEPs was not enough, add at least one assignment within the Special Education program sequence that requires candidates to lead others through the creation of an entire Individualized Education Plan and/or Individualized Transition Plan.

3. Review the courses in the Special Education sequence to see if more can be done to enhance skills across all areas of Special Education.