Completer Survey Results

Compiled survey results from completers of the College of Education's teacher preparation programs.

The College of Education has used anonymous annual surveys to capture the next steps and input of our teacher preparation program completers.  A completion year is included as a survey question in broad-based surveys so as to create a cohort model, otherwise surveys are sent to completers within an academic year.  Surveys are anonymous to encourage honest, unbiased responses.  Students are provided contact information if they choose to report any ambiguous questions or language, which is used for survey validity and reliability.

Prior to AY 2014-2015, the College sent surveys within six months of program completion, while the completers still had access to their PSU email accounts.  However, while this was effective to collect program satisfaction, it did not allow time for completers to obtain positions in PK-12 classrooms and report on a deeper level how their program prepared them for the classroom.  Beginning Spring 2014, non-PSU emails were collected from students applying for PA certification, which provided for historical contact data.  This semester, PSU announced that all completers would be able to permanently keep their PSU email accounts, which will provide the College with a second source of contact.

The following excerpts of classroom teachers' data are from the August 2017 Master Exit Survey.  This survey was emailed to 529 completers, with 148 responses: 120 P-12 Teachers, 16 P-12 Other Professionals, and 12 Other Education degrees.  The categories below are shortened versions of detailed prompts which began with the phrase:  How well you think your preservice teacher preparation program prepared you to...

Table of P-12 Teachers Rating Preparedness based on inTASC Standards (101-113 responses, as percentages)
Survey CategoryinTASCProficientAdequateLimitedNot at All
How Learners Grow Learner and Learning 55% 38% 6% 1%
Diversity Learner and Learning 39% 44% 13% 4%
Learning Environment Learner and Learning 65% 31% 4% 0%
Content Knowledge Content 63% 35% 2% 1%
Application of Content Content
Assessment Instructional Practice 58% 32% 9% 1%
Plan Instruction Instructional Practice 50% 38% 11% 2%
Strategies Instructional Practice 53% 37% 10% 0%
Prof Development Prof Responsibility 61% 35% 4% 0%
Leadership Prof Responsibility 58% 38% 4% 0%
Align to Standards not inTASC 60% 29% 8% 3%

Other interesting data that were collected in this survey includes the variety of states where 96 P-12 teachers completing from Spring 2016 through Spring 2017 had obtained positions.  As expected, Pennsylvania had the largest percentage with 47 students, but other states mentioned were Alabama (1), California (1), Delaware (1), District of Columbia (1), Florida (3), Hawaii (1), Indiana (1), Maryland (7), New Jersey (2), New York (2), North Carolina (4), South Carolina (2), Vermont (1), Virginia (17), and Washington (1), plus three from outside the US.

The majority of these teacher were teaching in public schools (78); however, 18 teachers were  teaching in private schools, charter schools, a school for severe disabilities and primary grades inside a psychiatric hospital. Finally, 34% were in a rural location, 21% were in an urban location, and the remaining 45% were in a suburban setting.

In comparison, the following excerpts of classroom teachers' data are from the August 2018 Master Exit Survey.  This survey was emailed to 529 completers, with 332 responses: 274 P-12 Teachers, 34 P-12 Other Professionals, and 24 Other Education degrees.  The categories below are shortened versions of detailed prompts which began with the phrase:  How well you think your preservice teacher preparation program prepared you to...

Table of P-12 Teachers Rating Preparedness based on inTASC Standards (188-191 responses, as percentages)
Survey CategoryinTASCProficientAdequateLimitedNot at All
How Learners Grow Learner and Learning 65% 32% 3% 0%
Diversity Learner and Learning 58% 31% 11% 0%
Learning Environment Learner and Learning 70% 26% 5% 0%
Content Knowledge Content 63% 30% 6% 0%
Application of Content Content 60% 32% 7% 0%
Assessment Instructional Practice 64% 28% 7% 1%
Plan Instruction Instructional Practice 60% 34% 5% 1%
Strategies Instructional Practice 65% 28% 7% 0%
Prof Development Prof Responsibility 71% 24% 5% 0%
Leadership Prof Responsibility 67% 27% 6% 1%
Align to Standards not inTASC 72% 21% 6% 1%

Other interesting data that were collected in this survey includes the variety of states where 82 P-12 teachers completing from 2017 and 2018  had obtained positions.  As expected, Pennsylvania had the largest percentage with 36 students, but other states mentioned were Arizona (1), Colorado (1), Connecticut (1), Florida (3), Georgia (2), Illinois (1), Maryland (7), Massachusetts (1), New Jersey (4), New York (2), North Carolina (2), Ohio (1), South Dakota (1), Texas (1), Virginia (14), and Washington (1), plus three from outside the US.

The majority of these teacher were teaching in public schools (63); however, 19 teachers were teaching in private schools, charter schools, preschools, a dual Spanish immersion school, an international English school, and a federally funded reservation school. Finally, 16% were in a rural location, 23% were in an urban location, and the remaining 61% were in a suburban setting.