Employer Survey Summary Report
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Employer Survey Summary Report
STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reportent aimed at collecting formative and summative information; information that addresses important campus and unit mission, vision, and planning goals and objectives; and information that identifies and accentuates strengths but simultaneously highlights weaknesses that need remediation and/or additi Employer Survey Summary Reportonal inquiry. Consistent with this long history of rigorous assessment focused on pragmatic topics, the following report summarizes the impetus, methoEmployer Survey Summary Report
dology, procedures, and outcomes associated with the Fall 2003 Employer Satisfaction Survey of our 1999 - 2002 teacher education graduates.TEACHER EDUSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Report triangulates thirteen learning outcomes (see below) at six separate checkpoints [i.e., at (1) application to the Teacher Education Program; (2) completion of 100 hours of field work: (3) eligibility to student teach; (4) during the student teaching experience; (5) completion of the program; and (6) Employer Survey Summary Report post-graduation! using a range of measurement tools. In general and articulated in the Mission of the Unit, our goal is to ensure that our teacher edEmployer Survey Summary Report
ucation graduates "think critically, utilize technology, communication effectively, understand and value diversity, contribute to their communities, aSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reportutcomes, outcomes based on Regulations of the Commissioner of Education, the INTASC Principles, the NCATE standards, and the SUNY Chancellor's New Vision. Below are the thirteen learning outcomes:1.Demonstrate a solid foundation in the arts and sciences.2.Possess in-depth knowledge of the subject ar Employer Survey Summary Reportea to be taught.3.Demonstrate good moral character.4.Understand how students lean) and develop.5.Manage classrooms structured in a variety of ways toEmployer Survey Summary Report
promote a safe learning environment.5. Know and apply various disciplinary models to manage student behavior.7.Apply a variety of teaching strategies STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reportdisciplines, and balance historical and contemporary research, theory, and practice.9.Use multiple and authentic forms of assessment to analyze leaching and student learning and to plan curriculum and instruction to meet the needs of individual students.10.Promote parental involvement and collaborat Employer Survey Summary Reporte effectively with other staff, the community, higher education, other agencies, and cultural institutions, as well as parents and other caregivers, fEmployer Survey Summary Report
or the benefit of students.11.Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching/leaming.12.FostSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reporte. class and sexual orientation.13.Continue to develop professionally as reflective practitioners who are committed to an ongoing scholarly inquiry'.METHODOLOGY AND PROCEDURES2The Director of Institutional Research and Assessment (IRA) was requested by the Provost, Deans, Unit, and Teacher Education Employer Survey Summary Report Council to develop and implement a systematic process for the collection of (teacher education) employer satisfaction information.Step 1 - Survey DevEmployer Survey Summary Report
elopment, rhe IRA Director conducted an extensive exploratory analysis of extant employer satisfaction surveys/procedures sold by national survey grouSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reportic graduate outcome criteria specified in institution mission/vision/guiding statements. In particular, NC.ATF accredited/candidate institution's instruments were examined and it was found that the bulk of these instruments asked particular questions in regard to the institution's learning and knowl Employer Survey Summary Reportedge standards. Consistent with this approach, the IR/\ Director developed an instrument that reflected our thirteen learning outcomes and also soliciEmployer Survey Summary Report
ted narrative feedback regarding perceived future needs and/or directions for teacher education programs (see Appendix B); this instrument also was coSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Report with the Unit's perspective.Step 2 - Employer Identification. The IRA Director aggiegated four years (i.e., 1999 - 2002) of employment information reported by alumni on a series of graduate follow-up surveys. The employer demographic information collected revealed information gaps in regal’d to con Employer Survey Summary Reporttact information. Tor example, the follow-up survey respondent may have indicated they work in a large school district but did not specify the specifiEmployer Survey Summary Report
c school. As a second example, the respondent may not have provided a supervisor's name. These information gaps restricted the number of leal her gradSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reporteen refined to collect more detailed and comprehensive information). Al this point, the New York Stale Department of Education's (NYSF.D) Elementary', Middle, Secondary', and Continuing Education's School Administrator’s listing of public 3https://khothuvien.cori!and private contacts (mostly Superin Employer Survey Summary Reporttendents or Principals) were manually merged with our incomplete list of employer demographics; whenever possible potential matches were identified; tEmployer Survey Summary Report
hat is, if a follow-up survey respondent indicated that they worked in the particular school district but did not specify a school, they would be linkSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Report63 had incomplete information (thus our expectation was that no more than 152 would be returned). In addition, since we were often unaware of an immediate supervisor's contact information, we developed a cover letter that: (a) informed the contact about the survey; and (b) encouraged distribution su Employer Survey Summary Reportpervisor knowledgeable about the teacher's performance.Step 3 - Legal Issues. The Director of IRA, based on concerns levied at TEC meetings, contactedEmployer Survey Summary Report
the SUNY legal council to explore legal implications associated with providing teacher graduates’ identifying information on the survey form. It was STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reporttion information was public knowledge; our alumni's graduation information is publicly reported in various reports and thus was deemed acceptable.Step 4 - Unit Approval. The next step in our process actually started at the beginning of the project. Since the IRA Director was requested to develop a t Employer Survey Summary Reporteacher education employer survey, the Provost, Deans, Unit, and TEC were consulted for feedback regarding various survey and implementation issues. InEmployer Survey Summary Report
addition, the TEC advisory council provided input that was integrated. The final approved survey documents are found in Appendix A - c.Step 5 - SurveSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Reporte were mailed to the same employer. As such, there were 345 packets of surveys mailed to different employers with many of these packets containing separate surveys for each individual graduate.4OUTCOMESThere were three types of responses: (a) 151 surveys were actually completed and mailed back by su Employer Survey Summary Reportpervisors; (b) another 97 surveys were returned by supervisors with an indication that the graduate no longer worked in the school or did not work theEmployer Survey Summary Report
re long enough to be officially evaluated; or (c) 36 supervisors or representatives actually called the IRA Director to indicate various reasons why tSTATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORTSUNY Cortland has a long history of rigorous assessme Employer Survey Summary Report range of descriptive statistics. Appendix D reports supervisor's overall rating of teacher quality. Appendix E reports supervisor's ratings of the 13 learning outcomes associated with our conceptual plan. Appendix F reports supervisor's ratings of the 13 learning outcomes by supervisor title. Appen Employer Survey Summary Reportdix G reports supervisor's ratings of the 13 learning outcomes by years of teaching experience. Appendix H reports supervisor's ratings of the 13 learEmployer Survey Summary Report
ning outcomes by supervisor gender. Appendix I reports supervisor’s ratings of the 13 learning outcomes by school location. Appendix J reports superviGọi ngay
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