For Internal University Audiences and Uses Only – Not for Distribution Common Metrics Fall 2018-Summer 2019 Exit Survey Network for Excellence in Teaching (NExT) Super Aggregate Report February 2020 Common Metrics Exit Survey Report 1 For Internal University Audiences and Uses Only – Not for Distribution Prepared by: North Dakota State University Direct questions to [email protected] Common Metrics Exit Survey Report 2 For Internal University Audiences and Uses Only – Not for Distribution Introduction In 2009, 14 institutions in MN, ND, and SD formed a collaborative to improve their teacher preparation programs with attention to four areas: recruitment, preparation, post-graduation employment and support, and assessment. The 14 institutions became known as the Network for Excellence in Teaching (NExT). This group created four surveys: Entry, Exit, Transition to Teaching, and Supervisor. The surveys were developed using a rigorous process that included multiple psychometric analyses, focus groups, pilot testing, revision, and careful alignment with accreditation standards. The Exit, Transition to Teaching, and Supervisor Surveys are all aligned with one another and the InTASC Standards. The InTASC Standards are used by CAEP, the nation’s largest accreditor of teacher preparation programs. Because the surveys are also aligned with one another, items and sections are able to be compared across surveys. The Exit Survey, Transition to Teaching Survey and Supervisor Survey were revised in 2016 in response to the most recent psychometric analysis. The validity and reliability analysis can be found in Appendix A. 1.) Exit Survey—administered to teacher candidates near the completion of student teaching 2.) Transition to Teaching Survey (TTS)—administered to program completers in the spring following the academic year of graduation 3.) Supervisor Survey—administered in the spring following the academic year of graduation to employers of program completers who are teaching Copyright and Permission for Use The NExT institutions hold the copyright on these surveys. Institutions have agreed not to alter the surveys. However, items may be added to the end the surveys for individual institutional use. The institutions in this collaborative contribute the results of their surveys to a network aggregate. Institutions are encouraged to use survey data for research and program improvement. Appendix B presents guidelines for writing about the surveys and data. Accreditation and Program Approval These surveys support accreditation and program approval at both the state and national level through their alignment with both the InTASC and CAEP accreditation standards. The items in the surveys are aligned with InTASC standards, and therefore, support ND state program approval and CAEP standard 1.1. Additionally, the Exit Survey, Section C, focuses the candidate’s experience with student teaching and includes several items that allow the candidate to provide feedback about the cooperating teacher and university supervisor. These items can be used as evidence for CAEP standard 2.2. The Supervisor Survey is strong evidence for CAEP standard 4.3, and the Transition to Teaching survey can be used as evidence for CAEP standard 4.4. Common Metrics Exit Survey Report 3 For Internal University Audiences and Uses Only – Not for Distribution This Report This report presents the findings from the surveys administered to teacher candidates after the completion of student teaching. The Exit Survey asks teacher candidates to assess how well prepared they felt for student teaching. The survey asks teacher candidates to rate how well prepared they felt in the areas of instructional practices, abilities to work with diverse learners, abilities to establish positive classroom environment, and professional responsibilities. The ratings are on a 4-point scale and include the following descriptors: Agree, Tend to Agree, Tend to Disagree, and Disagree. Survey Administration NExT teacher preparation programs were responsible for administering the survey to their student teachers during the 2018-19 academic year. The surveys were administered electronically through either Qualtrics, Survey Monkey, or institutional platforms. Response Rate The response rate for the 2018-19 Exit Survey for the Super Aggregate is 3061 out of 3716 possible respondents, for a response rate of 82.13%. One school did not provide their cohort population. The following institutions contributed data to this report: University of Alaska, Anchorage; University of Alaska, Fairbanks; University of Alaska, Southeast; Dickinson State University; Minot State University; Mayville State University; Turtle Mountain Community College; University of Jamestown; University of Mary; University of North Dakota; Augsburg University; Bethel University; Concordia University, St. Paul; Hamline University; Minnesota State University, Mankato; Minnesota State University, Moorhead; North Dakota State University; St. Cloud State University; St. Catherine University; University of St. Thomas; University of Minnesota, Twin Cities; University of South Dakota; Valley City State University; Winona State University; Bluefield State College; Concord University; Marshal University; Shepherd University; University of Charleston; West Liberty University; West Virginia State University; West Virginia University; West Virginia University at Parkersburg; Glenville State College; Wayne State College; University of Minnesota, Morris; University of Wisconsin, Whitewater; and Colorado State University. Findings Tables 1-3 provide contextual information. Survey Section A Section A of the survey asks candidates to rate their levels satisfaction with various aspects of their teacher preparation program. Candidates responded using the following scale: very dissatisfied; dissatisfied; satisfied; very satisfied. The final item in this section asks the candidates if they would recommend their teacher preparation program to others using a 4-point scale with the following descriptors: definitely yes, probably yes, probably no, definitely no. Survey Section B Section B of the survey asks candidates to rate their satisfaction with four areas of their teacher preparation: instructional practices, diverse learners, learning environment, and professional Common Metrics Exit Survey Report 4 For Internal University Audiences and Uses Only – Not for Distribution practices. Candidates responded using the following scale: does not apply; disagree; tend to disagree; tend to agree; and agree. Survey Section C Section C of the survey asks candidates to rate their quality of supervision by both the university supervisor and school-based cooperating teacher. Candidates responded using the following scale: does not apply; disagree; tend to disagree; tend to agree; and agree. Candidates were also asked to describe their supervision such as frequency of observations and who visited from the university. Survey Section D Section D of the survey asks candidates about their future plans including how long they plan to teach and where. Survey Section E Section E collects candidate demographics such as gender, age, and languages spoken. Notes: In some instances, respondents do not complete a follow-up question after indicating a response to branching item (i.e., “if yes…,” “if no…”). For any “mark all that apply” items, the total percentage may exceed 100 and the total # may exceed the number of respondents. In some instances, the number of descriptions of “other” may not match the number of respondents that selected “other.” Due to rounding to the nearest tenth, the percent column may not add up to 100. Common Metrics Exit Survey Report 5 For Internal University Audiences and Uses Only – Not for Distribution SECTION A. YOUR PROGRAM Table 1. For what licensure area did you prepare to teach? (Check all that apply.) n = 3061 Percent # of Cases Early Childhood Education 278 9.08 Elementary Education 1331 43.48 Special Education 414 13.52 K-12 Education 429 14.02 Secondary Education 796 26.00 (5-12, 7-12, or 9-12) Note. Data from item A1. Table 2. If you completed a K-12 licensure program, indicate your subject area. (Check all that apply.) n = 429 Percent # of Cases Art 66 15.38 English as a Second Language 63 14.69 (ESL) Library Media Specialist 4 0.93 Music 95 22.14 Physical Education 138 32.17 Reading 12 2.80 World Languages 36 8.39 Health 31 7.23 School Library-Media 1 0.23 Wellness 7 1.63 Othera 44 10.26 Note. Data from item A1. aOther responses are included in the appendices. Common Metrics Exit Survey Report 6 For Internal University Audiences and Uses Only – Not for Distribution Table 3. If you completed a secondary education licensure program, indicate your subject area. (Check all that apply.) n = 796 Percent # of Cases Business 47 5.90 English 192 24.12 Health 51 6.41 Mathematics 139 17.46 Science 133 16.71 Social Studies 245 30.78 Technology 8 1.01 Family and Consumer Sciences 4 0.50 Speech 2 0.25 Technology Education 0 0.00 Agriculture 9 1.13 Driver Education 0 0.00 Journalism 3 0.38 Marketing 2 0.25 Oral Communications 0 0.00 Physical Education 9 1.13 Social Studies 27 3.39 Othera 56 7.04 Note. Data from item A1. aOther responses are included in the appendices. Common Metrics Exit Survey Report 7 For Internal University Audiences and Uses Only – Not for Distribution Table 4. Teacher Education Program Satisfaction: Program Structure/Quality. How satisfied were you with the following aspects of your teacher preparation program? Total Very Dissatisfied