Overview
The Professional Education Unit (PEU) gathers supervisor evaluations of our recent alumni and evidence of P-12 student learning in our graduates’ classrooms. Most supervisor evaluations that have been gathered used the Daniel Framework for Teaching rubric. The evaluation uses a four-level scale (ineffective, developing, effective, and highly effective) on key teaching domains, including planning and preparation, the classroom environment, instruction, and professional responsibilities. More information on the rubric can be found on the Danielson Framework for Teaching website. The PEU aggregates data from the supervisor evaluations and analyzes the evidence of P-12 learning to assess how well alumni are doing in the field.
Results
Brockport has received 17 graduates’ observation forms within the past three years, with at least one observation from every initial-level program. The table below shows the graduates’ mean scores and ranges for the Danielson rubric criteria. Graduates were not all rated on all criteria by their supervisors – some supervisors only rated a graduate on some of the criteria. Due to the low sample size, we are omitting scores for the criteria in which fewer than 10 candidates received a score and are aggregating data across the three most recent years. The results show 99% of ratings were at the “effective” or “highly effective” levels on all criteria.
In addition to supervisor evaluations, the Unit has analyzed the assessment results of P-12 students in classrooms taught by three alums within the past year. Data from those assessments show P-12 students are achieving expected levels of growth.
Data from supervisor observation forms and P-12 performance indicate the Brockport graduates are performing well in the field.
Brockport Alumni Teaching Evaluation Scores
Due to small sample size, responses from three most recent cycles of data ( 2021 – 2022, 2022-2023, 2023-2024) and all programs have been combined:
| Danielson component | Total | Mean | Range |
|---|---|---|---|
| 1a: Demonstrates Knowledge of Content and Pedagogy | 13 | 3.7 | 3-4 |
| 1b: Demonstrates Knowledge of Students | 13 | 3.3 | 3-4 |
| 1c: Sets Instructional Outcomes | 12 | 3.8 | low n |
| 1d: Demonstrates Knowledge of Resources | 12 | 3.5 | 3-4 |
| 1e: Designs Coherent Instruction | 13 | 3.7 | 2-4 |
| 1f: Designs Student Assessments | 12 | 3.4 | low n |
| 2a: Creates an Environment of Respect and Rapport | 17 | 3.6 | 3-4 |
| 2b: Establishes a Culture for Learning | 16 | 3.5 | 3-4 |
| 2c: Managing Classroom Procedures | 13 | 3.5 | 3-4 |
| 2d: Managing student behavior | 12 | 3.5 | low n |
| 2e: Organizing Physical Space | 9 | low n | low n |
| 3a: Communicates with Students | 15 | 3.6 | 3-4 |
| 3b: Uses Questioning and Discussion Techniques | 16 | 3.2 | 3-4 |
| 3c: Engages Students in Learning | 17 | 3.4 | 2-4 |
| 3d: Uses Assessment in Instruction | 16 | 3.3 | 2-4 |
| 3e: Demonstrates Flexibility and Responsiveness | 9 | low n | low n |
| 4a: Reflecting on Teaching | 7 | low n | low n |
| 4b: Maintaining Accurate Records | 4 | low n | low n |
| 4c: Communicating with Families | 4 | low n | low n |
| 4d: Participating in a Professional Community | 4 | low n | low n |
| 4e: Growing and Developing Professionally | 5 | low n | low n |
| 4f: Showing Professionalism | 4 | low n | low n |