Neag School of Education
Teacher Preparation Program
1994–2006 Alumnae Survey Results
October 15, 2007 Draft
Alumnae of the Neag School of Education (Neag) Teacher Preparation Program at the University of Connecticut (UConn) from 1994-2006 were asked to complete a survey in November/December of 2006. The purpose of this report is to summarize those survey results.
Introduction
The UConn Neag’s Teacher Preparation Program is comprised of two components: the Integrated Bachelors/Masters (IB/M) Program and the Teacher Certification Program for College Graduates (TCPCG). The IB/M is a five-year teacher preparation program that integrates coursework and school-based clinic experiences. In addition, the UConn Music Department offers a four-year dual-degree program in music education with courses taken with IB/M students. These students are prepared to teach preK-12 in the areas of general, choral, and instrumental music. The school developed the second component of the Teacher Preparation Program, TCPCG, for individuals with a college degree who wish to gain secondary level teacher certification. For example, an individual with a bachelor’s degree in biology may attend TCPCG for a secondary level certification in biology or science education.
In addition to the Teacher Preparation Program, UConn is one of 11 institutions receiving a Teachers for a New Era (TNE) grant award from the Carnegie Corporation. The TNE project adheres to three main principles: (1) using evidence to drive decision-making; (2) supporting collaboration between the schools of arts and sciences and the school of education; and (3) clinical practice as a foundation for pre-service and induction of new teachers. The 2006-2007 year represents UConn’s fourth year participating in TNE.
Both components of the Teacher Preparation Program at the Neag School and the TNE project work collaboratively to improve pre-service teacher quality. Together, they were interested in gathering information from alumnae of the Neag Teacher Preparation Programs. Pertinent information such as perspectives from the national and state levels, scholarly writing, and UConn information obtained from past surveys was integrated in order to facilitate the development of a stakeholder survey of alumnae.
National Perspective
What do we know from the national perspective?
Current evidence suggests there is a decline in the number of individuals pursuing a career in the field of education. As a result, federal agencies, such as the Institute for Education Sciences (IES) and the National Center for Education Statistics (NCES), are engaged in collecting data regarding teacher retention and preparation. Results from such studies may help improve teacher education programs and, consequently, may also enhance student achievement.
Among their numerous studies, the IES administered a survey in 2004-05 to 7,429 current and former elementary and secondary school teachers throughout the United States as part of the Teacher Follow-Up Survey (TFS). The goal of the TFS was to provide information regarding teacher attrition and mobility and compare characteristics of teachers who stay in the field of education with those who leave. Results for public school teachers indicated that during the 2003-04 academic year, 84% of teachers stayed at the same school, 8% moved to a different school, and 8% left the profession entirely. Of those teachers who moved, 38% attributed the decision to leave to the opportunity for a better teaching assignment. Of those teachers who left the profession, 31% rated retirement and 25% rated pursing a position other than that of a teacher as very important in the decision to leave the field of education. In addition, 25% of private school teachers who left the profession cited pregnancy and child rearing as reasons for leaving. Finally, 55% of public school teachers who left teaching but continued to work within the field of education indicated more feelings of control over their work in the new position as compared to teaching.
State Perspective
How is the State? Do we see the same pattern?
The Connecticut State Department of Education (CSDE) looks at teacher data. For example, the CSDE looks at evidence regarding the performance of beginning teachers which may be used to inform current teacher retention findings. For example, the CSDE’s Beginning Educator Support and Training (BEST) Program, implemented in 1989, helps beginning teachers by providing a mentor. The new teacher must able to demonstrate professional standards and competencies in order to qualify for continued certification. Thus, the goals of the BEST program are to provide support for new teachers to increase the likelihood of remaining in the field of education and to promote learning for Connecticut students by ensuring quality teaching practices are used by public school educators.
The Connecticut State Board of Education also produces a report of results from portfolio performance for beginning teachers who submitted portfolios in the spring of 2003. The data represents 1,747 teachers and includes both portfolio scores and results from a survey of teacher attitudes toward the portfolio assessment. Key findings show that only 1.5% of new teachers do not meet the portfolio assessment standards within three years and beginning teachers report feeling satisfied with the support from their mentors, as well as other individuals within the schools. Approximately one quarter of beginning teachers were employed in priority school districts (13 districts that they tend have low test performance) did not perform as well in the portfolio assessment compared to their peers in more affluent school districts. Finally, more than 90% of new teachers felt the portfolio allowed them to assess student learning and demonstrate their skills in instruction design and implementation however only 75% felt the portfolio allowed them to demonstrate skills in classroom management. Overall, such findings suggest the BEST program is successfully meeting its support and assessment goals and identifies areas where more research is needed, such as the discrepancy in scores among priority and affluent school districts.
Interestingly, most administrative positions are generally filled from the teacher ranks. Evidence regarding teacher retention and attrition within the State of Connecticut also suggests a decline in the number of individuals entering the field of education, specifically in educational administration. Prior research in the area suggests that the problem relates not to inadequate numbers of certified candidates but rather to a disinterest in administrative positions among qualified candidates. In response to such findings, a group of Connecticut educators was gathered in 2000 to form the Committee on the Future of School Leadership in Connecticut. The committee charge was to develop recommendations for recruiting and retaining highly qualified leaders in Connecticut’s public elementary and secondary schools. Committee recommendations fell into the two broad categories of: a) job design and compensation and b) recruitment, training, and retention. The committee suggested improving the clarity of leadership roles within schools, enhanced compensation, revisions to the retirement system, and state-funded incentive grants for school districts to redesign and implement new models of administration. They also suggested developing succession plans for identifying potential leaders, implementing an induction program to provide support to beginning administrators, creating professional development opportunities specifically for administrators, and providing alternative routes to certification which also reduce the teaching experience requirement to four years. Such proposed changes would not eliminate the issue of retention in education but could result in greater numbers of qualified leaders within the field.
University Perspective
What can we learn from the university perspective?
Institutions of higher education involved with teacher preparation programs frequently perform self-assessments in an effort to ensure the highest quality educational experience for students. Often these assessments are connected with program evaluation. Some primary benefits of program evaluation include increasing student satisfaction and improving decision-making (Hadley & Mitchell, 1995), ensuring teacher preparation programs are responsive to the changing needs of K-12 schools (Ayers, 1988; Holste & Matthews, 1993), and influencing public perception of the field of education (Andrew & Schwab, 1993). Surveying students and the subsequent development of alumni databases enables education programs to collect and archive information which may be used to evaluate current practices and inform plans for the future (Davidson-Shivers, Inpornjivit, & Sellers, 2004). Alumni feedback has also been used to identify three critical issues in teacher education: (1) the relationship of theory to practice, (2) classroom management, and (3) social-psychological issues in teacher education and preparation (Delaney, 1995).
University of Connecticut
Do we have any past data about our alumnae from UConn?
We have found three sources of information at UConn tied to our alumnae. This includes the annual survey of the UConn Office of Institutional Research (OIR), prior and current surveys from the Neag Dean’s Office, and prior TNE evidence.
Since 1979, the OIR has administered an annual survey of recent graduates with undergraduate degrees which serves as an outcome measure for the university. The survey provides information regarding the academic experience of recent graduates and allows them to report on current activities. Results are provided in aggregate form, as well as at the department level. For example, according to the most recent survey analyzed from the Neag School, 44% of respondents decided to major in education before entering college. In addition, 75% of respondents from the Neag School never once changed their major. Graduates from the Neag School reported feeling most satisfied with the overall experience with courses in their major field and less satisfied with the overall experience with general education requirements and required courses outside their major. Finally, the majority of Neag graduates (95.9%) would recommend UConn to friends or relatives.
The Neag Dean’s Office also acquires and analyzes alumnae data. For example, three years ago an alumnae survey was given to all 2004 graduates of the IB/M and TCPCG programs. Retention data was collected via telephone inquiry and a comprehensive survey regarding graduate preparation was sent out in two mailings. The survey aimed to gather data regarding alumnae satisfaction with their program, educational preparation for specific skills, and the quality of faculty relationships. This survey yielded a 42% response rate. Demographic information revealed that the majority of respondents were white (82%), female (88%), and graduated from the IB/M program (85%). Of the respondents, 98% were employed in the field of education, with 86% teaching in Connecticut. The majority of respondents felt the teacher preparation program prepared them very well for their current position (60%), felt very satisfied with their overall UConn educational experience (55%), and would choose the same career if they had the opportunity to choose again (94%). Based on the qualitative data, respondents indicated technology skills, classroom management, and the integration of technology to enhance K-12 learning as areas for improvement in the program.
In addition to OIR and the Neag Dean’s Office, institutions in the TNE consortium, such as UConn, administer entrance, exit, and alumni surveys to collect information critical to the future development of these programs. Information obtained from such TNE surveys includes graduate perspectives regarding their preparation for teaching, current employment experiences, challenges faced in their first years teaching, support received in their first years of teaching, and areas where more support is needed (Bank Street College, 2007; Boston College, 2007; University of Wisconsin-Milwaukee, 2007). Survey responses allow TNE institutions to make necessary programmatic and curricular changes in the teacher preparation programs. The UConn TNE project also surveyed a national sample of 727 educators regarding what characteristics excellent teachers possess (Brown, Johnson, Ioannou, & Maneggia, 2006). Results indicated that affective characteristics, such as flexibility, humor, and caring, where rated more highly than characteristics related to content knowledge or classroom management. Different perspectives on what attributes make a teacher effective, such as those offered by the TNE study, may be combined with findings from surveys of alumni to improve teacher preparation programs. These improvements have the potential to create widespread impact on crucial issues in the field of education, such as teacher retention and student achievement.
Method
Keeping in mind the national and state perspectives, pertinent university scholarship, and UConn data, a questionnaire was developed with three goals in mind: (1) finding out alumnae feelings about diversity, (2) determining alumnae satisfaction with multi-faceted aspects of their program/department such as course content, faculty involvement, and job readiness, and (3) informing the principle(s) of the TNE project. The resulting survey would also aim to find out what alumnae believe worked well within the program and what aspects needed improvement.
Participants
The Teacher Preparation Program alumnae from 1994 to 2006 were invited to complete the survey. In order to contact the intended alumnae, it was necessary to establish a database with up-to-date contact information.
The names of all students who received a degree from the Neag from 1994 to the 2006 were extracted from the UConn Graduate School student database by the Neag Director of Assessment. The database,
however, did not contain a record of current addresses. [1]
A total of 1,460 surveys were mailed to the work address or, if unavailable, the home addresses. They were sent December 12, 2006. Of these, 42 surveys were undeliverable due to an incorrect address. A forwarding address was provided for 22 of the undeliverable surveys; a second survey was sent to each forwarding address. On February 1, 2007 reminder post-cards were sent to approximately 1,000 alumnae.
The survey due date was February 15, 2007 but we continued to incorporate those that were received through April, 2007. The total response rate estimated was 19%, with 71.5% of the responses from the IB/M program and 28.5% from TCPCG.
Instrument
The survey represents several different themes which can be displayed in graphic form (see Figure A). The items contained within the survey align with those administered at other institutions, as well as previously administered surveys within UConn.
The first section of the survey, Reflections on your teacher education program, consists of ratings of the Neag, including the curriculum and student experiences. On the first question, alumnae indicate their level of satisfaction with their preparation in specific areas and how important each area should be in preparing teachers. Satisfaction and importance were each rated using a five-point Likert scale ranging from 1=Very Dissatisfied to 5=Very Satisfied and 1=Not At All Important to 5=Very Important, respectively. For example, the first question stated, “First, how satisfied were you with your Neag teacher preparation regarding: the content and/or area specialty. Second, how important do you think the following should be in preparing teachers?” In the second question, satisfaction was again rated using a five-point Likert scale ranging from 1=Very Dissatisfied to 5=Very Satisfied. For example, the first question stated “In your opinion, how satisfied are you with how well your Neag School of Education teacher preparation program prepared you to: understand how students learn?” The third question rated characteristics of Neag, such as sense of community with other students, faculty involvement with students, quality of advising, and job readiness of students, again using a five-point Likert scale which ranged from 1=Poor to 5=Excellent. Four open-ended questions then addressed the most and least valuable aspects of the Teacher Education Program, what was missing from the program, and whether the alumnae would attend UConn again. Finally, alumnae were asked to provide a grade, ranging from A to F, for the overall quality of the Neag Teacher Preparation Program.