Grambling State University Standard 4 Compendium3 R4.3 Satisfaction of Completers

Analysis and Interpretation Survey

Overview: The Louisiana Department of Education webpage on first-year program completers teaching in Louisiana was used to track the number of program completers teaching in the content area for which they were prepared. Based on the 2021-22 academic year of information, Traditional: 56% of our graduates are employed in education. Another 11% were in graduate school, military, out-of-state and unemployed. Advanced: 80% of our graduates are employed in education and 20% were in an administrative position. Completer effectiveness data triangulated with employer and candidate satisfaction ratings demonstrated the positive impact of the EPP. While this survey yields overall positive results, the data also provides valuable insight to inform EPP leadership and program faculty in the examination and development of programmatic improvements and innovations to meet the needs of employers, completers, and P-12 students. It should be noted that the completer survey changed in the 2019-2020 version to reflect a greater emphasis on the InTASC standards. From that change, we noted that all of the MAT completers completing the survey were “Satisfied” or “Very Satisfied” with their program. The survey data demonstrated that undergraduate completers viewed themselves as having strengths in classroom management, creating safe environments and sometimes in assessment, but reported weaknesses in their knowledge of content, and in diversifying instruction.

Survey: Data from surveys completed by program completers in education programs demonstrated that most of the completers were satisfied with their preparation by their EPP and are able to meet the requirements of a teacher described in the Interstate Teacher Assessment and Support Consortium (InTASC) standards related to Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. The 2019-2020 survey contained an Elementary completer who was the most dissatisfied the program. This completer rated all areas as “Dissatisfied” or “Very Dissatisfied”, and was the only one to do so. The EPP is not sure if this was due in part to the Covid shutdown in March which eliminated part of the clinical experience as schools went to online learning. The other Elementary completers ranked all areas as “Satisfied” or “Very Satisfied”. Of all Elementary completers, the lowest rating was in the area of “ability to teach diverse P-12 students” which was echoed in the focused interview. The Music Education completers rated all areas as “Satisfied” or “Very Satisfied” and both of them rated the areas of “ability to teach diverse P-12 students”, “ability to manage my classroom”, “ability to encourage family and community engagement…” and “ability to utilize technology” as “Very Satisfied”. The Kinesiology completer rated all areas as “Satisfied”.

The 2020-2021 surveys yielded valuable data. One of the Elementary respondents rated “ability to teach diverse students”, “ability to teach P-12 students with diverse/special needs” and “ability to encourage family and community engagement…” as “Dissatisfied”. However, there were areas of improvement in that all Elementary respondents rated “ability to create a safe and managed environment”, “ability to assess P-12 student learning”, “ability to utilize technology” and “ability to engage in leadership” as “Very Satisfied”. The Music Education and Secondary Education and Teaching respondents were also satisfied with the program overall as evidenced by ratings of “Satisfied” or “Very Satisfied” in most areas, but gave the lowest average rating by program in the area of “knowledge of subject area”. Respondents from all three undergraduate programs were “Very Satisfied” with their abilities to assess their students. Both of the respondents from the MAT program were Elementary and Special Education completers. Their ratings were either “Satisfied” or “Very Satisfied” for all areas.