STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND
TEACHER EDUCATION EMPLOYER SURVEY SUMMARY REPORT

SUNY Cortland has a long history of rigorous assessment 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 additional inquiry. Consistent with
this long history of rigorous assessment focused on pragmatic topics, the following report summarizes
the impetus, methodology, procedures, and outcomes associated with the Fall 2003 Employer
Satisfaction Survey of our 1999 – 2002 teacher education graduates.

TEACHER EDUCATION EMPLOYER SURVEY IMPETUS

SUNY Cortland's conceptual framework stresses the importance of continuous and comprehensive
assessment, assessment that 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) 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 education graduates "think critically,
utilize technology, communication effectively, understand and value diversity, contribute to their
communities, and make a difference in the lives of their students." More specifically, SUNY Cortland
candidates need to successfully demonstrate thirteen learning outcomes, 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 area to be taught.
3. Demonstrate good moral character.
4. Understand how students learn and develop.
5. Manage classrooms structured in a variety of ways to promote a safe learning environment.

5. Know and apply various disciplinary models to manage student behavior.
7. Apply a variety of teaching strategies to develop a positive teaching-learning environment
where all students are encouraged to achieve their highest potential.
8. Integrate curriculum among disciplines, and balance historical and contemporary research,
theory, and practice.
9. Use multiple and authentic forms of assessment to analyze teaching and student learning
and to plan curriculum and instruction to meet the needs of individual students.
10. Promote parental involvement and collaborate effectively with other staff, the community,
higher education, other agencies, and cultural institutions, as well as parents and other
caregivers, for the benefit of students.
11. Demonstrate sufficient technology skills and the ability to integrate technology into
classroom teaching/learning.
12. Foster respect for individual’s abilities and disabilities and an understanding

and

appreciation of variations of ethnicity, culture, language, gender, age, class and sexual
orientation.
13. Continue to develop professionally as reflective practitioners who are committed to an ongoing scholarly inquiry.

METHODOLOGY AND PROCEDURES

2


The Director of Institutional Research and Assessment (IRA) was requested by the Provost, Deans,
Unit, and Teacher Education Council to develop and implement a systematic process for the collection
of (teacher education) employer satisfaction information.
Step 1 – Survey Development. The IRA Director conducted an extensive exploratory analysis
of extant employer satisfaction surveys/procedures sold by national survey groups and approximately

one hundred higher education institution websites. The bulk of these instruments were generic in
nature

and/or

tailored

to

specific

graduate

outcome

criteria

specified

in

institution

mission/vision/guiding statements. In particular, NCATE 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 knowledge standards. Consistent with this approach, the IRA Director
developed an instrument that reflected our thirteen learning outcomes and also solicited narrative
feedback regarding perceived future needs and/or directions for teacher education programs (see
Appendix B); this instrument also was coupled with a definition sheet (Appendix C) and a cover letter
(Appendix A) to ensure that respondents would interpret the learning outcomes consistent with the

Unit's perspective.
Step 2 – Employer Identification. The IRA Director aggregated 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 regard to contact
information. For example, the follow-up survey respondent may have indicated they work in a large
school district but did not specify the specific school. As a second example, the respondent may not
have provided a supervisor's name. These information gaps restricted the number of teacher graduate
employers that we could contact (Note. In an attempt to resolve this issue, the graduate follow-up
survey's employer demographic questions have been refined to collect more detailed and
comprehensive information). At this point, the New York State Department of Education's (NYSED)
Elementary, Middle, Secondary, and Continuing Education's School Administrator's listing of public
3


and private contacts (mostly Superintendents or Principals) were manually merged with our incomplete
list of employer demographics; whenever possible potential matches were identified; that 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 linked with the actual district. This information was used to generate
mailing labels for survey dissemination; there were a total of 815 matches albeit 663 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 supervisor knowledgeable
about the teacher's performance.
Step 3 – Legal Issues. The Director of IRA, based on concerns levied at TEC meetings,
contacted the SUNY legal council to explore legal implications associated with providing teacher
graduates' identifying information on the survey form. It was determined that the school was within its
right to request specific information on specific teacher graduates if the teacher education alumni's
graduation 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 teacher education employer survey, the
Provost, Deans, Unit, and TEC were consulted for feedback regarding various survey and
implementation issues. In addition, the TEC advisory council provided input that was integrated. The
final approved survey documents are found in Appendix A - C.
Step 5 – Survey Distribution. While there were 815 overall matches between the follow-up
survey respondent's employer information and the NYSED's list, many of these 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.

4


OUTCOMES

There were three types of responses: (a) 151 surveys were actually completed and mailed back by
supervisors; (b) another 97 surveys were returned by supervisors with an indication that the graduate
no longer worked in the school or did not work there long enough to be officially evaluated; or (c) 36
supervisors or representatives actually called the IRA Director to indicate various reasons why they
would not be able to complete the survey (e.g., teacher was only a substitute). From the 151 surveys
completed, Appendix D – Appendix K reflects a 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. Appendix G reports supervisor's ratings of the 13 learning
outcomes by years of teaching experience. Appendix H reports supervisor's ratings of the 13 learning
outcomes by supervisor gender. Appendix I reports supervisor's ratings of the 13 learning outcomes by
school location. Appendix J reports supervisor's ratings of the 13 learning outcomes by teacher grade
level taught. Appendix K provides a summary of the main themes emerging from a qualitative
examination of 283 skills/trainings/experiences that respondents perceive current teachers lack or
future teachers will need in order to be successful.


CONCLUSIONS

The results of this investigation are strikingly similar across analyses: The majority of our teacher
education graduates are viewed by supervisors as either highly acceptable or acceptable on all
measures of teacher quality. Appendix D shows that over 96% of respondents indicated that the overall
quality of Cortland teachers is highly acceptable or acceptable, with almost 60% indicating a highly
acceptable rating. In fact, across all 13 learning outcomes reported in Appendix E, the highest
5


unacceptable rating was only 6%. Although there were not any significant negative outcomes, the data
were still explored controlling for using various demographic variables.

In Appendix F,

Superintendents and Principals rated more teachers as highly acceptable versus acceptable and that all
Other respondents rated more teachers as acceptable versus highly acceptable. For Appendix G – J,
there were not any noteworthy findings; albeit, within a range of items, the proportion of highly
acceptable to acceptable and vice versa varied by the controlled demographic variable. Appendix K
provides a list of 10 categories in which respondents believe that future teacher education programs
should focus training

FUTURE DIRECTIONS
There are three future directions that have been proposed or initiated based on a comprehensive
analysis of various project processes and outcomes. In an attempt to increase the accuracy and
completeness of respondent provided employer demographic information (on the Graduate Follow-Up
Survey), the OIRA in conjunction with Career Services and Information Technology Staff have
developed an online survey that requires alumni to provide detailed employer information, employer
information that aligns with the New York State Department of Education Administrators List. The
detailed employer information will eliminate manual matching of employer – employee information

and thus simultaneously ensure more matches. A second direction will be to annually administer the
survey – this will eliminate sending surveys to schools that no longer employ Cortland graduates. The
last direction will be to explore a relationship with the New York State Department of Education, a
relationship that will: (a) help us identify the employment location of our graduates for future contact;
and (b) create a blinded data-sharing effort to provide us feedback on the success of our graduates,
feedback based on performance evaluations completed for all New York State teachers.

6


Appendix A
Survey Cover Letter

Cortland

State University of New York College at

Cortland
■ Office of Institutional Research and Assessment
December 17, 2003
Dear Sir/Madam:
SUNY Cortland is in the process of evaluating the success of its 1999 - 2002 teacher
education graduates. As a central part of this effort, we are seeking the opinions of a
supervisor or a knowledgeable colleague who is or was familiar with the beginning teacher in
regards to their skill, knowledge, attitude, and professionalism (if the teacher no longer works
in the school district relevant evaluation information may be available in archived
performance records); the names of one or more current or previous beginning teachers in
your school or school district are found on the labels in the demographic sections of the
scannable survey forms. SUNY Cortland requires that beginning teachers demonstrate
competency in 13 specific learning areas; as such, we organized our survey around these

criteria; in addition, we have included a comprehensive question (14) aimed at overall teacher
quality.
Attached to this letter is a definition sheet to guide the respondent's interpretation of each
learning area. If you are going to distribute the survey(s) to a knowledgeable colleague,
please make sure that they have a copy of the definition sheet. Should you or the
respondent have any questions or would like to provide additional information, there is an
area at the end of the survey for comments or please contact me at the phone number or
email address listed below. Again, thank you very much for your time and consideration.
Please use the pre-addressed return envelope to return the completed survey.
Sincerely,
Shawn Van Etten, Ph.D.
Director of Institutional Research and Assessment
Enclosures
ald
P.O. Box 2000 Cortland, New York 13045-0900
Phone: (607) 753-5565 ■ Fax: (607) 753-5590
Email:

7


Appendix B
Survey

8


Appendix C
Survey Definition Sheet


SUNY CORTLAND EMPLOYER SURVEY DEFINITIONS
1.

FOUNDATION IN THE ARTS AND SCIENCES: The teacher demonstrates a solid knowledge and
understanding in the liberal arts and sciences; a knowledge base that allows him/her to draw from central concepts,
tools of inquiry, and structures of the discipline; thereby allowing the creation of meaningful learning experiences
for students.

2.

KNOWLEDGE OF THE SUBJECT AREA: The teacher has detailed content knowledge in the discipline(s)
he/she teaches.

3.

MORAL CHARACTER: The teacher promotes honesty; understands and upholds confidentiality; does not distort,
misrepresent, or misuse student or other potentially harmful information; and provides quality education to all
students regardless of background.

4.

UNDERSTANDS HOW STUDENTS LEARN AND DEVELOP: The teacher understands that students differ in
their (a) developmental levels; (b) approaches to learning; (c) academic motivation; and (d) background
knowledge; as such, he/she creates learning opportunities that accommodate these individual differences and thus
promotes the fullest development of all students.

5.

MANAGES CLASSROOMS TO PROMOTE A SAFE LEARNING ENVIRONMENT: The teacher uses an
understanding of individual and group motivation, behavior, and cognition to create learning environments that

promotes positive social interaction, active learning, and self-motivation.

6.

MANAGES STUDENT BEHAVIOR: The teacher is aware of a range of disciplinary models and selects and/or
adapts one or more of these models based on the particular circumstances/needs of the learning environment.

7.

ENCOURAGES ALL STUDENTS TO ACHIEVE THEIR POTENTIAL: The teacher understands and uses a
variety of instructional strategies to encourage students' development of critical thinking, problem solving, and
performance skills.

8.

INTEGRATES CURRICULUM & PERSPECTIVES: The teacher understands the importance of making
interconnections across disciplines and comparing historical and contemporary research, theory, and practice
perspectives.

9.

MULTIDIMENSIONAL ASSESSMENT: The teacher understands and uses multiple and authentic forms of
formal and informal assessment strategies to evaluate teaching and to ensure the continuous development of all
students.

10. PROMOTES COLLABORATION: The teacher fosters and maintains relationships with school colleagues,
parents (and other caregivers), agencies, and other key stakeholders to promote student learning and well-being.
11. USES TECHNOLOGY: The teacher incorporates, when appropriate, the use of technology/technological mediums
to enhance dissemination of information and to promote student learning.
12. EMBRACES DIVERSITY: The teacher accepts and values students from diverse backgrounds; treats all students

equitably; creates a climate of mutual respect; and provides a range of activities to promote individual differences
(e.g., race, culture, language, gender, age, class, sexual orientation) and experiences.
13. PROFESSIONAL DEVELOPMENT: The teacher is a reflective practitioner who continually evaluates the effects
of his/her choices and actively seeks out opportunities for professional and personal growth.

9


14. OVERALL QUALITY AS A TEACHER: The overall quality of the teacher as a composite of the above 13
knowledge, skills, and/or dispositions.

10


Appendix D
Fall 2003 Teacher Education Employer Satisfaction Survey Overall Quality Summary: Question #14
Q14. Overall quality as a teacher?
Frequency
Valid

Percent

Valid Percent

Not Applicable

1

.7


.7

.7

Unacceptable

4

2.6

2.6

3.3

Acceptable

56

37.1

37.1

40.4

Highly Acceptable

90

59.6


59.6

100.0

151

100.0

100.0

Total

Q14. Overall quality as a teacher?
70
60
50
40
30
20

Percent

Cumulative
Percent

10
0
Not Applicable Unacceptable

Acceptable Highly Acceptable


Q14. Overall quality as a teacher?

11


Appendix E
Fall 2003 Teacher Education Employer Satisfaction Survey Summaries: Questions #1 - #13
Q1. Foundations in the arts and sciences?
Frequency
Valid

Percent

Valid Percent

Cumulative
Percent

Not Applicable

4

2.6

2.6

2.6

Unacceptable


2

1.3

1.3

4.0

Acceptable

82

54.3

54.3

58.3

Highly Acceptable

63

41.7

41.7

100.0

151


100.0

100.0

Total

Q1. Foundations in the arts and sciences?
60

50

40

30

Percent

20

10

0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q1. Foundations in the arts and sciences?

Q2. Knowledg e of the subject area?

Frequency
Valid

Percent

Valid Percent

Cumulative
Percent

Not Applicable

1

.7

.7

.7

Unacceptable

2

1.3

1.3

2.0


Acceptable

59

39.1

39.1

41.1

Highly Acceptable

89

58.9

58.9

100.0

151

100.0

100.0

Total

12



Q2. Knowledge of the subject area?
70
60
50
40
30

Percent

20
10
0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q2. Knowledge of the subject area?

Q3. Moral character?

Frequency
Valid

Unacceptable

Percent

Valid Percent


Cumulative
Percent

2

1.3

1.3

1.3

36

23.8

23.8

25.2

Highly Acceptable

113

74.8

74.8

100.0

Total


151

100.0

100.0

Acceptable

Q3. Moral character?
80

60

40

Percent

20

0
Unacceptable

Acceptable

Highly Acceptable

Q3. Moral character?

Q4 . Understands how students learn and develop?

Frequency
Valid

Unacceptable

Percent

Valid Percent

Cumulative
Percent

6

4.0

4.0

4.0

Acceptable

68

45.0

45.0

49.0


Highly Acceptable

77

51.0

51.0

100.0

Total

151

100.0

100.0

13


Q4. Understands how students learn and develop?
60

50

40

30


Percent

20

10

0
Unacceptable

Acceptable

Highly Acceptable

Q4. Understands how students learn and develop?

Q5. Manag es classroom to promote a safe learning environment?

Frequency
Valid

Unacceptable

Percent

Valid Percent

Cumulative
Percent

3


2.0

2.0

2.0

Acceptable

56

37.1

37.1

39.1

Highly Acceptable

92

60.9

60.9

100.0

151

100.0


100.0

Total

Q5. Manages classroom to promote a safe learning environment?
70
60
50
40
30

Percent

20
10
0
Unacceptable

Acceptable

Highly Acceptable

Q5. Manages classroom to promote a safe learning environment?

Q6. Manag es student behavior?
Frequency
Valid

Unacceptable


Percent

Valid Percent

Cumulative
Percent

4

2.6

2.6

2.6

Acceptable

61

40.4

40.4

43.0

Highly Acceptable

86


57.0

57.0

100.0

151

100.0

100.0

Total

14


Q6. Manages student behavior?
60

50

40

30

Percent

20


10

0
Unacceptable

Acceptable

Highly Acceptable

Q6. Manages student behavior?

Q7. Encourag es all students to achieve their potential?
Frequency
Valid

Percent

Valid Percent

Cumulative
Percent

Not Applicable

1

.7

.7


.7

Unacceptable

6

4.0

4.0

4.6

52

34.4

34.4

39.1
100.0

Acceptable
Highly Acceptable
Total

92

60.9

60.9


151

100.0

100.0

Q7. Encourages all students to achieve their potential?
70
60
50
40
30

Percent

20
10
0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q7. Encourages all students to achieve their potential?

15


Q8. Integ rates curriculum and perspectives?
Frequency

Valid

Valid Percent

Cumulative
Percent

Not Applicable

5

3.3

3.3

3.3

Unacceptable

5

3.3

3.3

6.7

77

51.0


51.3

58.0
100.0

Acceptable
Highly Acceptable
Total
Missing

Percent

System

Total

63

41.7

42.0

150

99.3

100.0

1


.7

151

100.0

Q8. Integrates curriculum and perspectives?
60

50

40

30

Percent

20

10

0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q8. Integrates curriculum and perspectives?

Q9. Uses multidimensional assessment?

Frequency
Valid

Not Applicable
Unacceptable

Total

Valid Percent

Cumulative
Percent

6.7

6.7

6.6

6

4.0

4.0

10.7

Acceptable

80


53.0

53.3

64.0

Highly Acceptable

54

35.8

36.0

100.0

150

99.3

100.0

Total
Missing

10

Percent


System

1

.7

151

100.0

16


Q9. Uses multidimensional assessment?
60

50

40

30

Percent

20

10

0
Not Applicable Unacceptable


Acceptable Highly Acceptable

Q9. Uses multidimensional assessment?

Q10. Promotes collaboration?
Frequency
Valid

Valid Percent

5

3.3

3.3

3.3

Unacceptable

8

5.3

5.3

8.7

58


38.4

38.7

47.3
100.0

Highly Acceptable
Total
System

Total

79

52.3

52.7

150

99.3

100.0

1

.7


151

100.0

Q10. Promotes collaboration?
60

50

40

30

20

Percent

Cumulative
Percent

Not Applicable

Acceptable

Missing

Percent

10


0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q10. Promotes collaboration?

17


Q11. Uses technolog y?
Frequency
Valid

Valid Percent

Cumulative
Percent

Not Applicable

9

6.0

6.0

6.0

Unacceptable


5

3.3

3.3

9.3

86

57.0

57.3

66.7
100.0

Acceptable
Highly Acceptable
Total
Missing

Percent

50

33.1

33.3


150

99.3

100.0

1

.7

151

100.0

System

Total

Q11. Uses technology?
70
60
50
40
30

Percent

20
10

0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q11. Uses technology?

Q12. Embrace s dive rsity?

Frequency
Valid

Not Applicable

Percent

Valid Percent

Cumulative
Percent

6

4.0

4.0

4.0

Acceptable


55

36.4

36.4

40.4

Highly Acceptable

90

59.6

59.6

100.0

151

100.0

100.0

Total

18



Q12. Embraces diversity?
70
60
50
40
30

Percent

20
10
0
Not Applicable

Acceptable

Highly Acceptable

Q12. Embraces diversity?

Q13. Professional development?
Frequency
Valid

Percent

Valid Percent

Not Applicable


9

6.0

6.0

6.0

Unacceptable

9

6.0

6.0

11.9

47

31.1

31.1

43.0
100.0

Acceptable
Highly Acceptable
Total


86

57.0

57.0

151

100.0

100.0

Q13. Professional development?
60

50

40

30

20

Percent

Cumulative
Percent

10


0
Not Applicable Unacceptable

Acceptable Highly Acceptable

Q13. Professional development?

19


Appendix F
Fall 2003 Teacher Education Employer Satisfaction Survey Summaries by Supervisor Title: Questions #1
- #14
Q1. Foundations in the arts and sciences?

D2. Supervisor title?
Other

Not Applicable
Frequency
Percent

Principal

Superintendent

6.5

Acceptable


Highly Acceptable

Total

21

8

31

67.7

25.8

100.0

2

1

53

47

103

1.9

1.0


51.5

45.6

100.0

1

8

8

17

5.9

47.1

47.1

100.0

Frequency
Percent

Unacceptable

2


Frequency
Percent

Q2. Knowledg e of the subject area?

D2. Supervisor title?
Other

Not Applicable

Unacceptable

Frequency
Percent

Principal

Frequency
Percent

Superintendent

Acceptable

Highly Acceptable
16

31

48.4


51.6

100.0

1

1

39

62

103

1.0

1.0

37.9

60.2

100.0

1

5

11


17

5.9

29.4

64.7

100.0

Frequency
Percent

Q3. Moral character?

D2. Supervisor title?
Other

Unacceptable
Frequency

Frequency
Percent

Superintendent

Frequency
Percent


Acceptable

Highly Acceptable

Total

9

22

31

29.0

71.0

100.0

2

21

80

103

1.9

20.4


77.7

100.0

Percent
Principal

Total

15

6

11

17

35.3

64.7

100.0

20


Q4. Understands how students learn and develop?

D2. Supervisor title?
Other


Unacceptable
Frequency
Percent

Principal

Frequency
Percent

Superintendent

Frequency
Percent

Acceptable

Highly Acceptable

Total

2

20

9

31

6.5


64.5

29.0

100.0

3

43

57

103

2.9

41.7

55.3

100.0

1

5

11

17


5.9

29.4

64.7

100.0

Q5. Manag es classroom to promote a safe learning environment?

D2. Supervisor title?
Other

Unacceptable
Frequency
Percent

Principal

Frequency
Percent

Superintendent

Acceptable

Highly Acceptable

Total


2

12

17

31

6.5

38.7

54.8

100.0

1

37

65

103

1.0

35.9

63.1


100.0

7

10

17

41.2

58.8

100.0

Frequency
Percent

Q6. Manag es student behavior?

D2. Supervisor title?
Other

Unacceptable
Frequency
Percent

Principal

Frequency

Percent

Superintendent

Acceptable

Highly Acceptable

Total

3

13

15

31

9.7

41.9

48.4

100.0

1

41


61

103

1.0

39.8

59.2

100.0

Frequency
Percent

7

10

17

41.2

58.8

100.0

Q7. Encourag es all students to achieve their potential?

D2. Supervisor title?

Other

Not Applicable

Unacceptable

Frequency
Percent

Principal

Frequency
Percent

Superintendent

Acceptable

Highly Acceptable

Total

3

14

14

31


9.7

45.2

45.2

100.0

1

2

33

67

103

1.0

1.9

32.0

65.0

100.0

1


5

11

17

5.9

29.4

64.7

100.0

Frequency
Percent

21


Q8. Integrates curriculum and perspectives?
Missing

D2. Supervisor
title?
Other

Percent
Principal


Unacceptable

Acceptable

2

2

17

9

30

1

31

6.5

6.5

54.8

29.0

96.8

3.2


100.0

Frequency
Percent

Superintendent

Not Applicable
Frequency

Highly Acceptable

Total

3

2

53

45

103

2.9

1.9

51.5


43.7

100.0

1

7

9

17

5.9

41.2

52.9

100.0

Frequency
Percent

System

Total

Q9. Uses multidimensional assessment?
Missing


D2. Supervisor
title?
Other

Frequency
Percent

Principal

Frequency
Percent

Superintendent

Not Applicable

Unacceptable

4

3

15

8

30

1


31

12.9

9.7

48.4

25.8

96.8

3.2

100.0

6

2

57

38

103

5.8

1.9


55.3

36.9

100.0

1

8

8

17

5.9

47.1

47.1

100.0

Frequency
Percent

Acceptable

Highly Acceptable

Total


System

Total

Q10. Promotes collaboration?
Missing

D2. Supervisor
title?
Other

Frequency
Percent

Principal

Frequency
Percent

Superintendent

Frequency
Percent

Not Applicable

Unacceptable

2


1

Acceptable
15

Highly Acceptable
12

Total
30

1

31

6.5

3.2

48.4

38.7

96.8

3.2

100.0


3

6

36

58

103

2.9

5.8

35.0

56.3

100.0

1

7

9

17

5.9


41.2

52.9

100.0

22

System

Total


Q11. Uses technolog y?
Missing

D2. Supervisor
title?
Other

Frequency
Percent

Principal

Frequency
Percent

Superintendent


Frequency
Percent

Not Applicable

Unacceptable

3

3

Acceptable
16

Highly Acceptable
9

Total
31

9.7

9.7

51.6

29.0

100.0


System

5

64

33

102

1

103

4.9

62.1

32.0

99.0

1.0

100.0

1

2


6

8

17

5.9

11.8

35.3

47.1

100.0

Q12. Embraces diversity?

D2. Supervisor title?
Other

Not Applicable
Frequency
Percent

Principal

Frequency
Percent


Superintendent

Acceptable

Highly Acceptable

Total

3

13

15

31

9.7

41.9

48.4

100.0

3

36

64


103

2.9

35.0

62.1

100.0

6

11

17

35.3

64.7

100.0

Frequency
Percent

Q13. Professional development?

D2. Supervisor title?
Other


Frequency
Percent

Principal

Frequency
Percent

Superintendent

Not Applicable

Unacceptable

4

3

Acceptable
11

13

31

12.9

9.7

35.5


41.9

100.0

5

6

30

62

103

4.9

5.8

29.1

60.2

100.0

Frequency
Percent

Highly Acceptable


Total

6

11

17

35.3

64.7

100.0

Q14. Overall quality as a teacher?

D2. Supervisor title?
Other

Frequency
Percent

Principal

Not Applicable

Unacceptable

1


2

12

16

31

3.2

6.5

38.7

51.6

100.0

Frequency
Percent

Superintendent

Total

Frequency
Percent

23


Acceptable

Highly Acceptable

Total

1

38

64

103

1.0

36.9

62.1

100.0

1

6

10

17


5.9

35.3

58.8

100.0


Appendix G
Fall 2003 Teacher Education Employer Satisfaction Survey Summaries by Supervisor Years of
Experience: Questions #1 - #14
Q1. Foundations in the arts and sciences?

YRSTEACH
10 or less

Percent
11 - 19

Unacceptable

1

1

21

10


33

3.0

3.0

63.6

30.3

100.0

1

32

23

56

1.8

57.1

41.1

100.0

Frequency
Percent


20 or more

Not Applicable
Frequency

Frequency
Percent

Acceptable

Highly Acceptable

Total

2

1

29

30

62

3.2

1.6

46.8


48.4

100.0

Q2. Knowledg e of the subject area?

YRSTEACH
10 or less

Not Applicable

Unacceptable

Frequency
Percent

11 - 19

Acceptable

13

33

3.0

57.6

39.4


100.0

Frequency

Frequency
Percent

21

35

56

37.5

62.5

100.0

1

1

19

41

62


1.6

1.6

30.6

66.1

100.0

Q3. Moral character?

YRSTEACH
10 or less

Unacceptable
Frequency
Percent

11 - 19

Frequency
Percent

20 or more

Frequency
Percent

Total


19

Percent
20 or more

Highly Acceptable

1

Acceptable

Highly Acceptable

Total

2

12

19

33

6.1

36.4

57.6


100.0

11

45

56

19.6

80.4

100.0

13

49

62

21.0

79.0

100.0

24


Q4. Understands how students learn and develop?


YRSTEACH
10 or less

Frequency
Percent

11 - 19

Frequency
Percent

20 or more

Frequency
Percent

Unacceptable

Acceptable

3

17

Highly Acceptable
13

Total
33


9.1

51.5

39.4

100.0

1

25

30

56

1.8

44.6

53.6

100.0

2

26

34


62

3.2

41.9

54.8

100.0

Q5. Manag es classroom to promote a safe learning environment?

YRSTEACH
10 or less

Unacceptable
Frequency
Percent

11 - 19

Frequency
Percent

20 or more

Acceptable

Highly Acceptable


Total

1

14

18

33

3.0

42.4

54.5

100.0

2

20

34

56

3.6

35.7


60.7

100.0

Frequency
Percent

22

40

62

35.5

64.5

100.0

Q6. Manag es student behavior?

YRSTEACH
10 or less

Frequency
Percent

11 - 19


Frequency
Percent

20 or more

Frequency
Percent

Unacceptable

Acceptable

1

17

Highly Acceptable
15

Total
33

3.0

51.5

45.5

100.0


2

20

34

56

3.6

35.7

60.7

100.0

1

24

37

62

1.6

38.7

59.7


100.0

Q7. Encourag es all students to achieve their potential?

YRSTEACH
10 or less

Not Applicable
Frequency
Percent

11 - 19

Frequency

Frequency
Percent

Acceptable

Highly Acceptable

Total

3

13

17


33

9.1

39.4

51.5

100.0

1

19

36

56

1.8

33.9

64.3

100.0

1

2


20

39

62

1.6

3.2

32.3

62.9

100.0

Percent
20 or more

Unacceptable

25