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Measure 2: Satisfaction of Employers and Stakeholder Involvement


R4.2 Satisfaction of Employers and employment milestones

The Oklahoma Educational Quality and Accountability (OEQA) office has developed a statewide survey of administrators who have hired initial program completers for all educator preparation programs across the state. Surveys are deployed in late spring of the completer’s first year of teaching. Items align directly to the InTASC standards with employers rating the extent to which they agree that each item is true about the specified first year teacher on a 4-point scale from Strongly Disagree (1) to Strongly Agree (4).

While no First Year Teacher and Mentor data from 2023 were collected due to the State Department of Education not sharing teacher data with OEQA, the data-sharing agreement between OEQA and OSDE has been restored and data will be updated in the next assessment cycle.

Of the 28 employer administrators of program completers, 82.15% believe that, overall, CU’s first-year teachers’ preparation and route to certification effectively prepared them to have a positive impact on P12 student learning and development. 


The Learner and Learning

Agree or Strongly Agree

The teacher understands how learners grow and develop.

96.43%

The teacher recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.

89.23%

The teacher designs and implements developmentally appropriate and challenging learning experiences.

85.71%

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

85.71%

The teacher works with others to create environments that support individual and collaborative learning.

82.14%

The teacher encourages positive social interaction, active engagement in learning, and self-motivation. 

85.71%

Content

Agree or Strongly Agree

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.

89.28%

The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

85.71%

The teacher understands how to connect concepts to each other and to authentic local and global issues.

85.71%

The teacher knows how to use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.

85.71%

Instructional Practice

Agree or Strongly Agree

The teacher understands and uses multiple methods of assessment to engage learners in their own growth and guide learners' decision making.

92.85%

The teacher understands and uses multiple methods of assessment to monitor learner progress and to guide his/her decision making.

92.85%

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy.

89.28%

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of learners and the community context.

89.28%

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

89.28%

The teacher integrates available technology effectively and appropriately into instruction.

96.43%

The teacher uses technology to manage student and assessment data.

96.43%

Instructional Practice

Agree or Strongly Agree

The teacher understands and uses multiple methods of assessment to engage learners in their own growth and guide learners' decision making.

92.85%

The teacher understands and uses multiple methods of assessment to monitor learner progress and to guide his/her decision making.

92.85%

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy.

89.28%

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of learners and the community context.

89.28%

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

89.28%

The teacher integrates available technology effectively and appropriately into instruction.

96.43%

The teacher uses technology to manage student and assessment data.

96.43%

Professional Responsibility

Agree or Strongly Agree

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community).

89.28%

The teacher engages in ongoing professional learning and uses evidence to continually adapt practice to meet the needs of each learner.

85.71%

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning.

89.28%

The teacher seeks appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

92.85%

The teacher seeks appropriate leadership roles and opportunities to advance the profession.

85.71%

RA4.1

Each spring, the EPP assembles a group of teacher education professionals to discuss their satisfaction with the educational leadership program completers hired by their districts. Comments from employers indicated that Cameron completers are very strong candidates. Employers note that the program builds a network of good resources and support after graduation for completers as well as doing a good job of providing completers with necessary fundamentals. In SP23, CU’s EPP invited 53 local stakeholders that included current students, program completers, mentor teachers, university supervisors, and educational leadership professionals to an Annual Advisory Board meeting coordinated through Zoom. Following a case study model entitled “Swift Changes in 21st Century Educator Preparation,” stakeholders identified five primary areas for concern regarding initial and advanced program graduates who are entering into the teaching profession in post-pandemic environment. Emergent themes included classroom management support for teachers, overcrowded classrooms, issues with alternative certification and preparedness, legal issues, and special education training for instructors.