SVSU College of Education

Evidence Supported Annual Report (ESAR)
2013-2014

Goal #3: Graduates meet standards for effectiveness

Prompt 12

Identify and describe the process the EPI uses to ensure that candidates, as certified teachers, are effective in their PK-12 assignments.  Provide a narrative explaining how the EPI analyzes, interprets, and uses the effectiveness data for program improvement. Finally, describe the EPI’s continuous improvement efforts related to this area.  The plan must include data indicators/benchmarks that indicate continuous improvement in this area one year from now.

COE’s annual Follow-Up Employer Survey 10_11 (24kB) provides data on the performance of candidates, as certified teachers, in Michigan schools where SVSU graduates have been hired.  A 12-item Likert-style electronic survey, evaluating the graduate/employee on knowledge, skills, and abilities, is presented as a link in an email message to school administrators, who are also asked to describe the demographics of their school.  At the end of the survey, they are asked to indicate programs or endorsement areas they would like SVSU to offer, and they are provided with space to write ideas, concerns, and suggestions (67kB) for changes in existing programs.  The same survey has been used since 2008-2009 so that results could be compared longitudinally and trends identified.

Prior to 2012-2013, the survey was sent to a SVSU-constructed list of administrators in a 35 county area and included private, parochial and charter schools as well as public schools.  In Spring 2013, the Employer Survey was sent to those administrators on the MDE-supplied list of schools where SVSU graduates are employed as teachers.  This list was limited to public and charter schools, however, and the number of administrators/employers responding dropped from 98 to 61.  Even so, the percentage of respondents to the most recent survey showed an increase from an 8.5% response rate to a 24% response rate, a significant difference.

Results from the survey have been aggregated by Snap software for the past two years.  The Assessment Coordinator has constructed data charts, with interpretation, and prepared a yearly report (335kB) for the Dean’s Office.   Responses were also sorted by program area (38kB), program-specific data was provided for discussion, and program changes were made as needed.  Interestingly, across the past years, employers’ aggregated responses have indicated that SVSU graduates excel in knowledge of subject matter and in instructional practices. But they have consistently indicated that, despite regular improvement, SVSU graduates “could benefit from more experience/preparation” in the assessment of student learning and in developing community partnerships.  The first of these is directly addressed as an area for improvement in prompt # 7(assessment); the second indirectly in prompt # 3 (linking knowledge with local issues).

In addition to survey data, COE collects informal data via an engaged External Advisory Committee which meets four times yearly and which consists of area administrators.  Their feedback parallels the surveys’.


Prompt 12 Continuous Improvement Plan (CIP):

COE will:

  • Revise the Employer Survey items to better reflect MDE (ESAR) and national (CAEP) expectations for EPP graduates (Winter 2014). Adopt the MDE survey for employers and completers (currently in draft form) once it is completed.
  • Increase the % of administrator-respondents (Spring 2014).
    • Work with the Alumni and Career Services Offices to better identify non-public schools where graduates are employed and include these in the Employer Survey.
    • Broaden the list of administrator respondents to include those in public and non-public schools and follow up the survey with reminder e-mails.
  • Use the new data system, Tk20, to aggregate results and prepare reports. (Summer 2014)
  • Analyze data from the revised survey; set improvement goals; assess the process for identifying administrators; evaluate the Tk20 survey process’ efficiency and quality (Fall 2014).  
  • Document all in Tk20 and on the 2015 APA Report.