1.1.h

1.1.h Follow Up Studies

Summarize results from follow-up studies of graduates and employers regarding your teacher
education graduates' content knowledge, pedagogical content knowledge and skills, professional
and pedagogical knowledge and skills, ability to help all students learn, and professional
dispositions.

Eastern's EPP has conducted End of Program/Exit Surveys of graduates from the teacher preparation
program. Typically, these are conducted immediately after successful completion of student teaching,
which is the culminating experience in the teacher preparation program. For Fall 2014 and Spring 2015,
we conducted surveys that were similar in format to our previous surveys. From Fall 2015, we revised
the survey to include space for open-ended questions and feedback, and also revised some of the items
to reflect the language of our candidate learning outcomes. See exhibits for both surveys and the data.
Both surveys use a five-point likert scale with 5 being very satisfied and 1 being very dissatisfied.

Results from Fall 2014 survey indicate that on average the graduating teacher candidates were satisfied
or very satisfied (scores of 4 or 5) with the teacher education program. They felt that the communication
and expectations throughout the teacher preparation program and clinical placements were similar on all
aspects except item 8, which relates to planning lessons. The EPP has acknowledged the variation in
lesson planning templates between the EPP and school districts and has sought to communicate to the
school districts the format used by our teacher candidates (which is the one recommended by the State
of Connecticut) and also include various models from school districts within our courses so that teacher
candidates are aware of these variations. Additionally, in Fall 2014, the graduating teacher candidates
felt confident in most aspects of teaching, related to the learning environment, creating meaningful
experiences for students, issues of diversity in the classroom, developing a strong rapport with the
students, and others. Items that were rated less favorably, indicating that our graduating candidates were
not as confident about their knowledge include addressing learners with exceptionalities, English
language learners, students with behavioral issues and the use of formal assessment tools.

Results from Spring 2015 End of program/exit survey indicate that on average the graduating candidates
were satisfied or very satisfied with the teacher education program, but did show some dissimilarity
between the teacher preparation program and their clinical placements in terms of lesson planning and
some aspects of curriculum coverage. Items that were rated less favorably again included working with
students with behavioral issues, English language learners, students with challenges.
Results from Fall 2015 End of program/exit survey indicates that on average the students agreed or
strongly agreed that the teacher preparation program prepared them on all 30 Connecticut competencies.
They felt that communication and expectations throughout the teacher preparation program and clinical
placements were similar on all aspects. In addition, they rated very positively that the program had met
the learning principles of liberal arts. It is clear that the programmatic changes implemented recently
including adding a course on English language learners has positively impacted our teacher candidates.
This survey also included open-ended questions. Respondents commended the following as strengths of
the program: Student teaching experience, content and pedagogical knowledge of the program, planning
for active learning, amongst others.

The Fall 2015 survey also elicited suggestions from our graduating candidates for program
improvement. Candidates suggested improvements in course offerings and requested more practical
applications for differentiations and ELL instruction (was discussed at the May retreat by EPP and more
concrete plans will be made in August), training in TK20 (being planned for Fall), more classes in
assessments and data collection (already being planned for the upcoming Fall, with more focus on data
and assessment to be infused from Core I onwards). Suggestions were also made to have better
communication with pre-education majors. Faculty have made several plans for advising in the
upcoming year including group advising for pre-education students, communicating via the Education
club and integrating major advising with the Advising Center.

Eastern EPP also conducted an Employer Survey, aligned with the new Candidate Learning Outcomes.
We send this survey out to employers once in three years and the most recent survey was sent out in late
June 2016. So far, we have received 5 responses. Respondents said that they would all hire an Eastern
graduate again and that they were satisfied with the graduate that they had hired. Eastern graduates were
rated positively for: Positive impact on student learning, Communicating effectively verbally and in writing,
Utilizing teaching strategies that address the Connecticut Learning Standards, Supporting students'
critical thinking and problem solving skills, Displaying sensitivity to diversity, Fostering collaborative learning,
home-school relationships, Using technology effectively, Using effective instructional practices to support
the learning of all students. The greatest strengths of our EPP, as stated by these respondents, included
willingness to accept feedback and dialogue, collaboration, teamwork and ability to build relationships with
students. Suggestions for improvements included furthering candidates' knowledge of strategies to engage
parents and community.

The EPP has developed a plan that promotes professional development for alumni, as well as provides
the opportunity to study program impact. This plan included organized lesson study to be conducted
collaboratively by classroom-teachers with assistance from EPP faculty. It is conceptualized as part of a
partnership grant for which the EPP anticipates applying to during the 2016-2017 academic year.

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