Overview
Every two years, the Professional Education Unit (PEU) surveys local principals and administrators. These principals and administrators are the direct supervisors of Brockport alumni. Supervisors are asked to rate Brockport alumni using a three-point scale (approaching expectations, meeting expectations, or exceeding expectations) on a number of knowledge, skills, and dispositions.
In the years when the Employer Survey is not being administered, the PEU conducts interviews with a small sample of principals and administrators that employ Brockport alumni. We ask them six questions regarding their satisfaction with alumni performance, how Brockport can improve its educator preparation programs, and we ask what areas are they experiencing staffing shortages.
Lastly, the PEU also gathers supervisors’ evaluations of our alumni, which speaks to their satisfaction of our completers’ preparation. These data are available on the Alumni Impact page.
Employer Survey Results
Brockport received 12 responses from the 2024 survey, and 13 responses from the 2022 survey. All 25 (100%) of employers from the past two surveys, indicated they are “satisfied” or “very satisfied” with Brockport employees’ preparation for their assigned responsibilities.
Employers used the three-point scale to rate how well prepared Brockport Alumni were to do the following:
- Create a positive learning environment, including managing student behaviors
- Plan developmentally appropriate instruction that addresses students’ diverse needs
- Demonstrate through content knowledge
- Use multiple instructional strategies that engages all learners
- Effectively integrate technology into their professional practice
- Implement appropriate methods of assessment that guides decision making
- Apply state standards to their professional practice
- Exhibit professional dispositions (including positive outlook, intellectual integrity, respect, self-awareness, and dedication)
Results from the 2024 survey indicated that implementing “appropriate methods of assessment [to guide] decision making” was the area that graduates had the most opportunity to improve upon, with a mean score of 1.69. Results also indicated that “exhibiting professional dispositions” was our graduates’ biggest strength, with a mean score of 2.38.
Data Tables
2024 Employer Survey Results (n=12)
| Criteria | Mean | Range |
|---|---|---|
| Create a positive learning environment, including managing student behaviors | 2.08 | 2-3 |
| Plan developmentally appropriate instruction that addresses students’ diverse needs | 2.08 | 2-3 |
| Apply State/National standards to their professional practice | 2.15 | 2-3 |
| Demonstrate thorough content knowledge (depth and breadth of knowledge in their field) | 2.23 | 2-3 |
| Use multiple instructional strategies that engages all learners | 1.77 | 1-3 |
| Effectively integrate technology into their professional practice | 2.15 | 1-3 |
| Implement appropriate methods of assessment that guides decision making | 1.69 | 1-3 |
| Positively impact the learning of all students | 2.33 | 2-3 |
| Reflect on practice, including identifying strengths and weaknesses to make improvements | 2.08 | 1-3 |
| Exhibit professional dispositions (including positive outlook, intellectual integrity, respect, self-awareness, and dedication) | 2.38 | 2-3 |
Employer Interview Results
The PEU interviewed 6 principals and administrators in 2023 to gauge their perception of our alumni. Each of the numbered items below is a question we asked each participant, with a summary of their responses.
- How satisfied are you with the ability of Brockport alumni to apply understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards?
- All employers stated that they were very satisfied with our alums ability to ensure inclusive learning environments, and understand individual differences and diverse cultures and communities.
- How satisfied are you with the ability of Brockport alumni to apply specialized content knowledge to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Employers noted applying content knowledge to engage learners is an area of growth for all teachers, but Brockport’s alums are strong and continue to develop their content area. When they apply for positions, alums are well-prepared with solid content knowledge.
- How satisfied are you with the ability of Brockport alumni to seek appropriate leadership roles or collaborative activities with others such as families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession?
- Brockport alums take on leadership roles and their performance is rated as excellent, whether as a teacher or an administrator. Local employers said that most if not all of their administrators were alums of our Educational Administration program. Brockport alums know how to engage families to help with student success by sending parents newsletters, memos, and checking in with them on a regular basis.
- How satisfied are you with the ability of Brockport alumni to engage learners with digital and interactive technologies to promote student learning?
- Employers are very satisfied with the technological competence of alums and see this as an area of strength, especially engaging students during COVID shutdown. They are “with it”. They are familiar with digital resources and assistive technology, skilled in various technology applications, and good at making sure students are engaged in the learning process.
- Is there anything else Brockport could do to better prepare its graduates for the field?
- When asked what else Brockport could do to better prepare our graduates, employers prefaced their comments by saying they like to hire from Brockport. Employers encouraged the University to require more hands-on teaching during field experiences that take place early in programs. Some suggested teaching more classroom management strategies and strategies for delivering differentiated instruction – they suggested we give candidates “as many tools as possible” so that candidates can adapt and think in different ways.
- Are there any specific teaching certification areas that are hard to staff, where you have a consistent
- Participants noted that shortage areas for them include Special Education (particularly at secondary levels and in self-contained classrooms), Art, English, Band, Bilingual, Foreign Language, Science, Math, Health, Technology, Family and Consumer Science, and School Counseling.