Employer Satisfaction
Teacher Education Employer Satisfaction Survey
| AY 21-22 | AY 22-23 | AY 23-24 | |
|---|---|---|---|
| N | 104 | 72 | |
| Complete | 14 | 8 | |
| Response Rate | 13% | 11% | |
| The institution prepares its graduates to understand student learning and development. | 3.14 | 3.63 | |
| The institution prepares its graduates to respect the diversity of the students they teach. | 3.07 |
3.00 |
|
| The institution prepares its graduates to know and understand the content area for which they have instructional responsibility. | 3.14 | 3.63 | |
| The institution prepares its graduates to understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. | 3.21 | 3.50 | |
| The institution prepares its graduates to be knowledgeable about assessment types, their purposes, and the data they generate. | 3.21 | 3.38 | |
| The institution prepares its graduates to use data to plan, differentiate, and modify instruction. | 3.14 | 3.13 | |
| The institution prepares its graduates to differentiate instruction to support the learning needs of all students. | 3.07 | 3.00 | |
| The institution prepares its graduates to treat students fairly and establish an environment that is respectful, supportive, and caring. | 3.36 | 3.75 | |
| The institution prepares its graduates to communicate clearly and effectively. | 3.29 | 3.38 | |
| The institution prepares its graduates to understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct. | 3.36 | 3.25 |
School Psychology Employer Satisfaction Survey
| AY 20-21 | AY 21-22 | |
|---|---|---|
| N | 23 | 26 |
| Complete | 14 | 14 |
| Response Rate | 61% | 54% |
| Assessment: The Miami University School Psychology program prepared its graduates to apply varied methods of assessment to identify strengths and needs of the students at your school? | 4.6 | 4.7 |
| Intervention: The Miami University School Psychology program prepared its graduates to provide behavioral, social-emotional, and academic interventions to the students at your school? | 4.6 | 4.6 |
| Consultation and Collaboration: The Miami University School Psychology program prepared its graduates to consult and collaborate with your schools’ students, families, and staff? | 4.6 | 4.9 |
| Diversity: The Miami University School Psychology program provided its graduates with knowledge and training related to diversity factors for children and families within your school? | 4.6 | 4.5 |
| Ethics: The Miami University School Psychology program prepared its graduates to deal with legal and ethical issues within your school? | 4.5 | 4.6 |
| School and system level preventive and responsive services: Miami University's School Psychology program prepared its graduates to understand systems structures, organization and theory in order to promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety? | Question added in 2021-2022 survey | 4.7 |
Principal Internship Mentor Survey Results
*Reporting period from September 1, 2021 to August 31, 2022.
Description of Data:
To gather information on the quality of preparation provided by educator preparation programs, the Ohio Department of Higher Education distributes a survey to individuals who serve as mentors to Ohio principal interns. Questions on the survey are aligned with the Ohio Standards for Principals, Ohio licensure requirements, and elements of national accreditation. A total of 100 respondents completed the survey statewide for a response rate of 8.8 percent.
|
No. |
Question |
Institution Average |
State Average |
|
1 |
The principal preparation program prepared the school leader candidate to understand leading and facilitating continuous improvement efforts within a school building setting. |
3.46 |
3.35 |
|
2 |
The principal preparation program prepared the school leader candidate to understand leading the process of setting, monitoring, and achieving specific and challenging goals for all students and staff. |
3.40 |
3.30 |
|
3 |
The principal preparation program prepared the school leader candidate to understand anticipating, monitoring, and responding to educational developments affecting the school and its environment. |
3.47 |
3.32 |
|
4 |
The principal preparation program prepared the school leader candidate to understand ensuring the instructional content being taught is aligned with the academic standards (i.e., national, Common Core, state) and curriculum priorities of the school and district. |
3.64 |
3.39 |
|
5 |
The principal preparation program prepared the school leader candidate to understand ensuring effective instructional practices that meet the needs of all students at high levels of learning. |
3.64 |
3.39 |
|
6 |
The principal preparation program prepared the school leader candidate to understand advocating for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students. |
3.47 |
3.37 |
|
7 |
The principal preparation program prepared the school leader candidate to understand encouraging and facilitating effective use of data by self and staff. |
3.57 |
3.43 |
|
8 |
The principal preparation program prepared the school leader candidate to understand encouraging and facilitating effective use of research by self and staff. |
3.50 |
3.42 |
|
9 |
The principal preparation program prepared the school leader candidate to understand supporting staff in planning and implementing research-based professional development. |
3.54 |
3.42 |
|
10 |
The principal preparation program prepared the school leader candidate to understand establishing and maintaining procedures and practices supporting staff and students with a safe environment conducive to learning. |
3.60 |
3.38 |
|
11 |
The principal preparation program prepared the school leader candidate to understand establishing and maintaining a nurturing school environment addressing the physical and mental health needs of all. |
3.67 |
3.41 |
|
12 |
The principal preparation program prepared the school leader candidate to understand allocating resources, including technology, to support student and staff learning. |
3.57 |
3.38 |
|
13 |
The principal preparation program prepared the school leader candidate to understand upholding and modeling professional ethics; local, state, and national policies; and, legal codes of conduct. |
3.67 |
3.47 |
|
14 |
The principal preparation program prepared the school leader candidate to understand connecting the school with the community through print and electronic media. |
3.21 |
3.26 |
|
15 |
The principal preparation program prepared the school leader candidate to understand involving parents and communities in improving student learning. |
3.40 |
3.28 |
|
16 |
The principal preparation program prepared the school leader candidate to understand using community resources to improve student learning. |
3.31 |
3.28 |
|
17 |
The principal preparation program prepared the school leader candidate to understand establishing expectations for using culturally responsive practices that acknowledge and value diversity. |
3.43 |
3.36 |
|
18 |
The school leader candidate's preparation program provided me with training on how to mentor the school leader candidate. |
2.73 |
2.78 |
|
19 |
I participated in and/or accessed the provided mentor training and/or materials. |
2.73 |
2.86 |
|
20 |
The training by the school leader's preparation program adequately prepared me to mentor the school leader candidate. |
2.00 |
2.22 |
Superintendent Licensure Employer Satisfaction Survey
| Fall 2023 | Fall 2024 | Fall 2025 | |
|---|---|---|---|
| N | 26 | ||
| Complete | 2 | ||
| Response Rate | 8% | ||
| The superintendent licensure program prepared the candidate to understand leading and facilitating continuous improvement efforts within school buildings and the district setting. | 3.50 | ||
| The superintendent licensure program prepared the candidate to understand leading the process of setting, monitoring, and achieving specific and challenging goals for all students and staff. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand ensuring effective instructional practices that meet the needs of all students at high levels of learning. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand advocating for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand encouraging and facilitating effective use of data by self and staff. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand establishing and maintaining a nurturing school environment addressing the physical and mental health needs of all. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand allocating resources, including technology, to support student and staff learning. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand upholding and modeling professional ethics; local, state, and national policies; and, legal codes of conduct. | 3.50 | ||
| The superintendent licensure program prepared the candidate to understand involving parents and communities in improving student learning. | 3.00 | ||
| The superintendent licensure program prepared the candidate to understand establishing expectations for using culturally responsive practices that acknowledge and value diversity. | 3.00 |
