Accreditation

The EPP uses various tools to measure completer effectiveness including candidate impact on P-12 learning and employer satisfaction. The EPP currently utilizes a combination data collection method to ascertain information about completer effectiveness, including surveys, focus groups, and data advisory board meetings data to inform our understanding of completer effectiveness. EPP completers and their employers were surveyed as described below. Completers and employers will participate in focus groups to clarify their ideas. 

I. Completer Effectiveness Survey

The Educator Preparation Program (EPP) collaborates with the University’s Office of Development and Alumni Affairs to obtain accurate contact information for distributing a program-specific survey. This survey targets individuals who have completed the EPP and have been employed in the field for at least one year. Designed to gather feedback on program effectiveness, the survey focuses on completers’ perceptions of the knowledge, skills, and dispositions acquired during their preparation, and how these competencies influence their ability to effectively instruct P–12 students. In Spring 2025, the survey was disseminated via SurveyMonkey to 86 EPP completers. A total of 15 individuals responded, yielding a response rate of 17%. The table below presents data from key survey items, providing insight into completers’ perceptions of their preparedness and instructional effectiveness. 

A review of the data indicates that over 80% of respondents felt well-prepared to: (1) create inclusive learning environments, (2) design and implement developmentally appropriate learning experiences, and (3) engage learners through the use of diverse perspectives. Notably, 100% of respondents reported that completers consistently reflect on their practice and collaborate effectively with colleagues. However, the results also highlight areas for growth. Specifically, completers expressed a need for additional support in utilizing multiple forms of assessment to monitor student progress and in leveraging technology to enhance instruction and student learning. Survey data are regularly shared with faculty and are used to inform continuous improvement efforts within the program. To increase survey response rates, the EPP continues to evaluate and refine its outreach strategies, including shortening the survey, offering focus group opportunities, and engaging advisory boards for feedback and support.

II. Advisory Board Meetings

The Educator Preparation Program (EPP) regularly convenes meetings with its P-12 partners to gather direct feedback from school administrators regarding the effectiveness of program completers in impacting P-12 student learning. Advisory groups, organized at both the unit and programmatic levels, also engage in dialogue around the early career professional development needs of completers, identifying areas that can be addressed within the program or through collaborative efforts with P-12 districts. The EPP leadership team systematically documents the feedback, suggestions, and recommendations provided during these meetings to guide program enhancements and strengthen partnerships. Overall, stakeholders express a shared belief that the EPP delivers strong, integrated preparation experiences that equip completers to be career-ready, due to both rigorous content and practical experiences embedded within the teacher preparation program. As we enter a new accreditation cycle, we are redefining the role of our advisory groups- building upon existing structures while adapting to reflect current educational demands. This includes a strategic focus on fostering collaboration among professionals who support P–12 students, families, and communities, promoting a unified approach to education and support services.

III. Connecticut State Department of Education (CSDE) Dashboard

The Data Dashboard is a state-sponsored database maintained by the Connecticut State Department of Education (CSDE) to provide Educator Preparation Programs (EPPs) with valuable data on their program completers. This dashboard includes information such as certification and employment status, demographics, current place of employment, and diversity indicators. One key advantage of the Data Dashboard is its ability to provide comprehensive and up-to-date insights into where our completers are employed and the characteristics of the educator workforce they represent. For example, we regularly use this resource to examine demographic trends and employment patterns among our graduates. Data from the CSDE Dashboard indicates that a significant proportion of our completers are hired within Connecticut school districts. (See Measure 4 for additional details.) When analyzed alongside survey results and other data sources, this information enables us to identify trends across groups of completers, informing continuous program improvement and strategic planning.

IV. Work in Progress

Our program is in the process of updating its surveys to capture more detailed and relevant data, incorporating feedback from advisory teams and aligning with the evolving educational landscape. As part of our continuous improvement efforts, we are actively engaging with advisory board members to explore the collection of Connecticut Smarter Balanced Assessment data (grades 3–8) to better assess the impact of our candidates on P–12 student learning outcomes. Beginning in Summer and/or Fall 2025, we will implement focus groups with program completers to gather in-depth qualitative feedback on their preparation and early career experiences. Additionally, we will request that completers share their CSDE Teacher Education and Mentoring (TEAM) professional growth work. This effort is especially timely, as the new Connecticut Educator Evaluation Guidelines took effect on July 1, 2024, further emphasizing the importance of aligning our program outcomes with state expectations for educator development and accountability.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Our stakeholders play a critical role in our data-driven decision-making process, offering invaluable feedback that drives ongoing improvements to our programs. Through this collaborative approach, we ensure that our teacher candidates are well-prepared to become successful educators, ultimately benefiting P-12 learners. To assess the effectiveness of our completers, the Educator Preparation Program (EPP) employs two key measures to actively engage our partners: (a) the Employer Satisfaction Survey and (b) Advisory Board Meetings.

The Educator Preparation Program (EPP) evaluates the effectiveness of its completers in promoting diverse P-12 student learning growth through both the Employer Satisfaction Survey and feedback from Advisory Board meetings. The survey utilizes a Likert scale ranging from 1 (strongly agree) to 6 (not yet observed), while individual employer outreach efforts gather qualitative feedback, providing deeper insights into the performance and impact of completers in the field.

I. Employer Satisfaction Survey

The Educator Preparation Program (EPP) distributed a 44-question Employer Satisfaction Survey to principals and administrators at schools employing our completers. The purpose of this survey is to assess the impact of our completers on P–12 student learning and to gauge overall employer satisfaction. In Spring 2025, the survey was sent to 83 administrators, with 14 responding, resulting in a 17% response rate. The table below presents data from key survey questions.

The survey results reveal that the majority of employers agreed that our completers were effectively prepared to work in the field. Over 80% of respondents affirmed that completers were able to:

• Set high expectations, develop engaging learning environments, and meet the needs of diverse learners
• Differentiate instruction in content, process, and product to meet the needs of all students
• Communicate expectations to stakeholders
• Guide learners in using technology in appropriate and safe ways
• Use technology to engage learners and enhance instruction
• Design and facilitate relevant learning experiences
• Engage with subject matter from a variety of perspectives and develop connections
• Provide effective feedback to learners
• Use appropriate data to identify learning needs and inform instructional planning
• Connect lesson goals to curriculum and standards
• Engage in ongoing collaboration to address learning needs
• Integrate a variety of instructional approaches
• Communicate effectively to inform, instruct, and motivate learners

These responses suggest that completers were particularly effective in creating engaging learning environments, working with diverse learners, and communicating expectations. Additionally, completers demonstrated strong abilities in transferring theory into practice, particularly in assessing and expanding students’ prior knowledge. Employers also noted that completers are tech-savvy and capable of designing technology-based, interactive lessons. This finding is particularly insightful for our data triangulation, as completer self-reports indicated lower confidence in their ability to use technology. One possible interpretation of this discrepancy is that completers may have had higher expectations for technology integration than administrators, highlighting an opportunity for further alignment in future training and support.

Employers reported that completers are adept at designing learning experiences that integrate culturally relevant content, drawing on students’ cultural backgrounds and experiences. They also noted that completers consistently demonstrate respect and high expectations for each student while communicating with diverse learners in a fair and respectful manner. Additionally, employers emphasized that completers provide equitable opportunities to meet the diverse needs of P-12 students by thoughtfully designing learning experiences that build on learners' cultural backgrounds and experiences.

II. Advisory Board Meetings

The EPP has established programmatic advisory boards to provide valuable insights across various dimensions, including employer satisfaction. As part of ongoing discussions, these advisory boards, comprised of administrators, specialists, partner instructors, classroom teachers, and alumni, engage in conversations about their experiences with program completers. Initial feedback from the advisory boards has indicated satisfaction with the competencies of our completers. Moving forward, we aim to involve the advisory boards more directly in discussions to identify areas for improvement. In response to their feedback, the EPP will administer a revised employer survey and initiate an employer focus group in Summer/Fall 2025.

The Educator Preparation Program (EPP) utilizes both proprietary assessments (e.g., Certification Tests, Title II) and EPP-designed assessments- such as the lesson plan assessment, student teaching evaluation, professional portfolio, and the Candidate Effect on Student Learning/Teacher Inquiry Project- to evaluate candidates’ understanding of learners and the learning process. These assessments provide data that help determine whether candidates can effectively apply their knowledge across various stages of professional development. To remain aligned with national and state standards, respond to workforce shifts, and incorporate feedback from key stakeholders- including candidates, clinical partners, and faculty- the EPP conducted a comprehensive review of its curricula across all programs. In alignment with goals set during the previous academic year, the EPP has focused throughout AY 2024–2025 on ensuring the validity and reliability of all EPP-created assessments. This effort followed the CAEP Framework for EPP-Created Assessments and was carried out in collaboration with Advisory Boards using the Lawshe method. Additionally, the Common Core of Teaching (CCT) Rubric for Effective Teaching has been fully implemented as a key evaluative measure during student teaching placements. This rubric, which is used statewide in Connecticut to evaluate in-service teachers, provides candidates with authentic, standard-aligned feedback that mirrors real-world expectations in Connecticut school districts.

II. Title II Data

Title II Data for AY2024- 2025. 

Advanced Program

I. Satisfaction of Employers

The School Psychology Program administers an employer satisfaction survey to assess the performance of its graduates. The survey utilizes a Likert scale ranging from 1 (strongly agree) to 5 (strongly disagree). Results from the most recent administration indicated a high level of employer satisfaction, with average ratings of 1.00 across all items, reflecting strong agreement regarding the effectiveness and preparedness of the program’s graduates.

School Psychology Program Employer Satisfaction Survey Results

2023-24

1= Strongly Agree ….. 5=Strongly Disagree

School Psychology Program Completer Satisfaction Survey Results

2023-24

1= Strongly Agree ….. 5=Strongly Disagree

The information from the Completer Satisfaction Survey is reviewed by the program regularly.  It was noted that all of the respondents indicated Strongly Agree on all items. We will continue monitoring student outcomes to ensure that our candidates are receiving exemplary training.

The EPP recognizes the importance of tracking its program completers for the purposes of accountability and continuous improvement. The EPP has employed informal/formal ways of tracking its completers’ employment through alumni surveys, alumni self-reporting, employers’ satisfaction surveys, Advisory Boards, and/or word-of-mouth from P-12 partner schools/districts or other completers.

A promising data source for tracking completers’ job placements in Connecticut is the Connecticut State Department of Education (CSDE) data dashboard that EPPs can now access to view data relevant to their educator preparation programs at initial and advanced levels. The CSDE data dashboard contains information about the district hiring distribution of completers, disaggregated by race, ethnicity and gender and years of employment.

This data was collected from the public records of the Connecticut State Department of Education (CSDE) Data Dashboard. The current data available is through AY 2022-2023.