Employer surveys assess satisfaction for both initial certification completers and advance program completers across programs. Overall, employers report satisfaction with Bellarmine graduates based on previous/current experience and recommend Bellarmine graduates to other school administrators. At the initial certification level, cycle 1 (2019-2020) & 2 (2020-2021) data indicate overall employer satisfaction with specific survey items aligned to InTASC standards. Cycle 3 (2021-2022) data are not yet available. In spring of 2023, The Annsley Frazier Thornton School of Education collaborated with the Kentucky Association of Colleges for Teacher Education (KACTE) and the Evaluation Center at the University of Kentucky to pilot a new statewide survey of employer satisfaction for initial certification program completers. These data will be available later this summer and updated by the end of August 2023.
At the advanced level, data indicate overall employer satisfaction with specific survey items tied to specific professional association standards as relevant to individual fields. Data are discussed in the aggregate before being discussed by relevant standard. We will continue to monitor overall employer satisfaction as well as employer satisfaction in relation to specific program standards (e.g. InTasc Standards, PSEL Standards, ILA Standards)
Employers report positive satisfaction levels of Bellarmine completers across two cycles of data and across all survey domains.
Specifically, cycle 1 (2019-2020) and cycle 2 (2020-2021) survey results indicate that Bellarmine completers demonstrate subject matter knowledge in their area of licensure and academic knowledge in their field. One hundred percent of employers agree that our completers demonstrate effective self-evaluation in relation to teaching Kentucky’s learning goals; defining clear professional growth plans based on self-assessment; effective collaboration with stakeholders; creation of emotionally and physically safe learning environments; and high sense of moral, social, and ethical responsibilities as these relate to the field. Over 90% of employers report that Bellarmine graduates work well with people of diverse backgrounds, respond to student behavior in respectful and appropriate ways, communicate learning assessment results with stakeholders, utilize technology in effective ways, and understand the role of effective teaching on their school and community.
Cycle 1 (2019-2020) and 2 (2020-2021) data also indicate that employers believe early completers demonstrate proficiency with the InTASC standards through their instructional practices. Highest satisfaction items include 100% of employers agreeing completers implement developmentally appropriate instruction, build inclusive learning environments, and support collaborative learning for students. Just over 85% of employers agree completers implement rigorous instruction, use multiple learning strategies, employ diverse perspectives, implement meaningful learning experiences, promote critical thinking, allow for content mastery, use multiple assessment methods, and engage in meaningful professional development. Seventy-five percent of employers agree completers seek appropriate professional leadership roles. Overall, employers find early completers to be effective classroom teachers. Cycle 3 (2021-2022) data will be available by the end of August 2023.
In addition to general satisfaction items (100% of employers would hire another Bellarmine graduate and recommend a Bellarmine graduate to another school leader), employer satisfaction surveys for advanced program graduates ask employers to report candidate preparation in relation to specific program association standards. The Teacher Leader program is aligned to the Teacher Leader Model Standards. The Principal Preparation program is aligned to the Professional Standards of Educational Leaders (PSEL). The Literacy Leader program is aligned with the standards set forth by the International Literacy Association (ILA). Because our completers reflect a small sample size, response rates per program are small. These data will continue to be monitored across cycles.
Teacher Leader Model Standards
Across all three cycles of data, employers indicated high rates of satisfaction for teacher leader completers across all Teacher Leader Model Standards. One hundred percent of employers agree or somewhat agree completers create collaborative environments, use systemic inquiry, promote continuous improvement, model behaviors that promote instructional improvement, optimize school improvement strategies, and facilitate collaboration among stakeholders. Across cycle 2 (2020-2021) and 3 (2021-2022), 100% of employers agree that or somewhat agree completers advocate for educational policy. This reflects a positive increase from data in cycle 1 (2019-2020).
Professional Standards of Educational Leaders (PSEL)
Across all three cycles of data, employers indicated high rates of satisfaction for Ed.S. completers across all PSEL standards with employers agreeing or somewhat agreeing that completers demonstrate these standards in observable ways. One hundred percent of employers agree or somewhat agree completers enact core values for academic success, demonstrate professional standards, support culturally responsive practices, support rigorous instruction, cultivate inclusivity, fosters professional community, positively engages with stakeholders, manage resources well, and practices continuous improvement.
International Literacy Association (ILA) Standards
Across all three cycles of data, employers indicated high rates of satisfaction for Literacy Leader completers across all ILA standards with employers agreeing or somewhat agreeing that completers demonstrate these standards in observable ways. All respondents agree or somewhat agree that completers demonstrate evidence-based foundations of literacy, employ evidence-based instruction, create inclusive learning environments, utilize appropriate assessment methods, employ multiple modes of materials, and facilitate ongoing professional learning. There were no identified deficiencies across these standards.
In order to co-construct a mutually beneficial partnership between the AFTSE and our partner districts, the AFTSE meets as an entire unit twice a year with our Advisory Council on Education (ACE) committee, which includes multiple stakeholders from our partner districts. ACE committee meetings are devoted to a specific need each year identified by both our partner districts and our EPP. A smaller committee, the Bellarmine Educators Stakeholders Team (BEST), which consists of some AFTSE faculty members, administrators, teachers, and recruiters from JCPS and the Archdiocese of Louisville, meets three times a semester to provide input about individual programs, key assessments, and innovations. The AFTSE and our clinical partners share responsibility for the co-construction of key instruments used in the field, big picture curricular decisions, and programmatic changes. Over time, this collaborative process leads to purposeful changes and creates a cohesive experience for our candidates. Summaries of annual stakeholder activity is outlined in the tables below.