Measure 2: Satisfaction of Employers and Stakeholder Involvement
The Oklahoma Educational Quality and Accountability (OEQA) office has developed a statewide survey of administrators who have hired initial program completers for all educator preparation programs across the state. Surveys are deployed in late spring of the completer’s first year of teaching. Items align directly to the InTASC standards with employers rating the extent to which they agree that each item is true about the specified first year teacher on a 4-point scale from Strongly Disagree (1) to Strongly Agree (4).
Of the 34 employer administrators of program completers, 41.18% agree and 58.82% strongly agree, overall, CU’s first-year teachers’ preparation and route to certification effectively prepared them to have a positive impact on P12 student learning and development.
Each spring, the EPP assembles a group of teacher education professionals to discuss their satisfaction with the educational leadership program completers hired by their districts. Comments from employers indicated that Cameron completers are very strong candidates. Employers note that the program builds a network of good resources and support after graduation for completers as well as doing a good job of providing completers with necessary fundamentals. In spring 2024, CU’s EPP invited local stakeholders that included current students, program completers, mentor teachers, university supervisors, and educational leadership professionals to an Annual Advisory Board meeting coordinated through Zoom. Following a case study model entitled “Swift Changes in 21st Century Educator Preparation,” stakeholders identified five primary areas for concern regarding initial and advanced program graduates who are entering into the teaching profession in post-pandemic environment. Emergent themes included classroom management support for teachers, overcrowded classrooms, issues with alternative certification and preparedness, legal issues, and special education training for instructors.
