Measure 2 - Satisfaction of Employers

Supervisor Survey

The EPP relies on data from the Supervisor Survey to gauge satisfaction of work done by EPP completers each year. The format of the survey aligns with the Nebraska Clinical Practice Evaluation elements, as described above (Measure 1).

First- and Third-Year Teacher Survey (sent to supervisors/employers)

Completers and their employers/supervisors are surveyed at the end of their first and third years of teaching. Survey questions align with the elements of the Nebraska Clinical Practice Evaluation document, as used in the junior-year practicums and the senior-year student teaching experience. The survey elements include Student Development, Learner Differences, Learning Environment, Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies, Professional Learning and Ethical Practice, Leadership and Collaboration, Impact on Student Learning, and Professional Dispositions. The EPP chose to include two extra sections of particular interest to the EPP: Christian Influence and Technology Integration.

In Spring 2024, surveys were sent to supervisors of first-year teachers (n=7), with a response rate of 14% (n=1). Surveys were also sent to supervisors of third-year teachers (n=5), with a response rate of 40% (n=2).  Because of the small sample size, the EPP is reporting on the scores as combined.

The overall average for first- and third-year completers, as reported by their supervisors, was 3.11 for the 48 questions on the survey  (benchmark of 3.0 out of 4.0). One candidate was scored nearly at 4.0 while the other two hovered lower--in fact, below benchmark (2.74 and 2.63). The lower elements were for assessment (2.84) and technology integration (2.67). Highest scores were given for application of content, planning for instruction, and impact on student learning (all 3.33). The EPP recognizes the ongoing data directing a more focused set of training for assessment. The technology score might indicate that candidates are in settings where technology is more sparse. Additionally, one candidate teaches the younger students and may opt for less technology use rather than more.

Responses overall were strong, with employers rating first- and third-year teachers at 100% (3 of 3 supervisors) for willingness to hire again. 

Qualitative comments include statements of support. One supervisor wrote that her hire was “an excellent teacher. She is proficient and was well prepared for her subject matter and for the classroom. She goes above and beyond, interacts well with her students and colleagues, and is an exemplary teacher. Great job, Union, on your commitment to excellence and your preparation of teachers!”

Union College First- and Third-Year Teacher Survey — Spring 2024
Supervisor Survey

Supervisor Survey First Year / Third Year
(combined for Spring 2024)
Overall Impact = 3.33
Overall Mean = 3.11

Stakeholder involvement

The EPP partners with a variety of stakeholders from the local area and beyond. Closest at hand is the Teacher Preparation Committee (TPC), and most remote would be the high schools across the nation that board and host student teachers as the need and opportunity arise.

The Teacher Preparation Committee (TPC) meets monthly to provide perspectives regarding all aspects of the Union Adventist University  Education Program. Started over twenty years ago, this group includes college professors (in relevant content areas), P-12 classroom teachers, school administrators from Union Adventist University and local P-12 settings, representatives from the local public school, and teacher candidates. The group regularly votes on regulatory activities such as admitting teacher candidates into the program officially, approving student teacher placements, and endorsing department changes and policy exceptions (curricular and otherwise). 

Another major stakeholder is the Mid-America Union Conference (MAUC) of Seventh-day Adventists. This entity supports and oversees denominational schools (P-12) from a nine-state region, with headquarters located in our city. Leadership at the MAUC attends official education department functions such as the Annual Constituency Meeting, the Education Program Banquet, and the Teacher Dedication ceremony. They host events to recruit and educate teacher candidates in the job-seeking process. Various members present in EDUC courses on topics of expertise. A final element of support by this group includes professional development. The MAUC regularly provides financial support for events aimed at current faculty but also teacher candidates, first-year teachers, and beyond. A recent collaboration with this group regarded the need to recruit more candidates from the MAUC’s nine-state region. A MAUC-funded scholarship is in its first year of use and has benefited four teacher candidates already. The MAUC also recently voted to fund attendance at a national educators conference for all faculty and teacher candidates of junior and senior status.

There are three local schools and/or districts that perform stakeholder functions. Most immediate is George Stone School--the two-teacher, K-8, multigrade lab school on campus. Here, elementary education majors (junior and senior year) are trained in denominational textbooks/expectations and multigrade structuring. Lab-school faculty teach for the EPP during the fall semester each year. A recent collaborative project includes learning to do initial assessments in reading and handwriting skills, multigrade practicum experiences, and substitute teaching opportunities.

Across the street is an affiliated high school. This P-12 school with single-grade classrooms is where both elementary and secondary education majors do practicum teaching and some student teaching. Cooperating teachers collaborate with university supervisors regarding specific needs for each placement, and faculty members hold TPC membership. Collaborative activities include technology training (EPP candidates instructing cooperating teachers through a webinar) and music class collaboration, which benefits EPP music education majors in the leadership experience they can acquire.

Finally, Lincoln Public Schools (LPS) administrators sponsor placement meetings, where faculty from all local colleges gather to choose placements. University representatives and LPS leadership offer insights as to quality placement choices. In addition, LPS administration provides training for substitute teaching and student teaching expectations within their system, plus includes the EPP in recruiting for diverse candidates. The EPP has too many candidates in each cohort to utilize only denominational schools, so the EPP appreciates the LPS faculty for their willingness to host practicum and student teachers. The EPP faculty appreciates the ongoing faculty collaboration. In the recent past, LPS teachers have provided feedback on lesson plan expectations (too many and not useful formats). The EPP has made modifications to expectations to ease the frustrations.

Besides local placements, several candidates have chosen to do their student teaching out-of-state and beyond the Mid-America Union Conference (MAUC).  While there, candidates are given food and board, work opportunities, supervision experience, and multiple prep and teaching opportunities. Cooperating teachers provide feedback, and the local administration oversees the experience overall. As with any placement, regular feedback is solicited, so these more remote locations play a role in wider perspectives for EPP consideration.

Completers themselves are stakeholders in the sense that they provide the EPP opportunities to glean Teacher Work Sample data, survey data, and case study feedback. EPP faculty visit first and third-year completers as time permits, and for the rest, host Zoom meetings for collaboration. Recent feedback from completer interviews suggested that candidates be placed in more diverse settings, especially for elementary placements. They also hoped for even more contact from the EPP faculty during the first year.

A final stakeholder includes the high school students from the Mid-America Union Conference (MAUC). During a major recruiting campaign hosted by the university, the education faculty met with every high schooler in the MAUC during the past year. Part of the presentation included a survey regarding career plans. For those students expressing interest in becoming a teacher, communications are ongoing as the EPP seeks to recruit. Feedback from each senior is also guiding us in teaching strategies to model and promote for all teacher candidates. The resulting infographic on the 4 C’s of 21st Century Learning was shared with teacher candidates as well as the high schoolers and their faculty.

Measure 3 - Candidate Competency at Completion

The EPP measures candidate competency with five main assessments.  Those assessments include Praxis II scores, the Nebraska Clinical Practice Evaluation, lesson plan scores, teacher work sample scores, and cooperating teacher feedback regarding candidate strengths and successes through the end of the student teaching semester.

Praxis II

While the state of  Nebraska has created alternative pathways to teacher certification that do not involve taking the Praxis II test, the EPP is currently committed to maintaining its use because it is the most efficient way to acquire initial state certification.

The EPP is reporting on Praxis II scores for 2023-2024 (n=7), including elementary education majors (n=4) and secondary education majors (n=3). The elementary majors had 100% passing scores on the first attempt. For the secondary majors, 2 of 3 passed on the first attempt (66.6%), and the non-passing completer took a job in a state that will assist the completer in acquiring state certification according to their requirements.

NCPE

A second resource for data collection is the Nebraska Clinical Practice Evaluation (NCPE). The EPP is reporting on the 2023-24 cohort (n=7). On the final evaluation, the cooperating teachers gave the cohort a 3.33 average score with a range of 3.20 to 3.78, while the university supervisors awarded a 3.21 average score with a range of 3.87 to 3.80 (benchmark = 3.0). These average scores are highly comparable, though in various elements, there are noticeable differences. 

For cooperating teachers, lower scores were found in the following areas: uses engagement to enhance learning (Standard 8 Instructional Strategies) (3.20, which is above benchmark). For university supervisors, lower scores were found in the following area: assessment strategies (2.87, which is below the 3.0 benchmark). The EPP has preliminary action plans for strengthening this category in teacher candidate preservice training.

Lesson Plans and Teacher Work Samples

During the senior year, teacher candidates submit lesson plans and Teacher Work Samples. Through both of these key assessments, the EPP gleans data as to candidate competency. This review features the 2023-2024 cohort (n=7).

For lesson plan scores overall, the average was 3.16 with a range of 2.53  to 3.83 (3.0 benchmark of 4.0). High scores were noted naming standards (3.6) and practice (3.38). Low scores were given for diversity (2.67) and closure (3.04). The EPP feels that further training in writing lesson plans will raise these scores and that the lesson plan scores do not necessarily reflect quality teaching (see NCPE scores above).

For the Teacher Work Sample, candidates are scored on project quality, even as the EPP marks student achievement in each sample submitted (n=7). Scores for project quality showed a 3.24 (of 4.0) average (benchmark=3.0). The overall average gain for the cohort was 44.5, up from the 34.87% growth of the previous cohort. The pass rate was 100%, also up from the 89.69% pass rate from the year before (for all students,  n=118). 

Cooperating Teacher Reflective Survey

A final assessment for determining teacher candidate competency is the reflective feedback that comes from cooperating teachers at the end of the student teaching semester. Cooperating teachers gave an average score (for all elements combined) of 3.74 of 5.0, with a range of 3.00  (critical thinking skills to identify problems and access appropriate resources) to 4.00 (commitment to service through teaching). Benchmark is 3.5 of 5.0.

Cooperating teachers appreciated the knowledge and skills brought to the field experience, though they noted that more training in assessment and specific lesson planning would be helpful (beyond the ones the district provides). Candidates were praised for developing rapport with students, for quality preparation work for each day, and for their ability to analyze data and make adjustments. Candidates were eager to improve their skills and showed stamina during difficult days. One cooperating teacher noted that her student teacher treated everyone with equal opportunity as he created professional relationships with students. The student teachers expressed concern regarding the assigned lesson plans and how to be successful in that expectation. The cooperating teachers desired to see an exemplar to assist them.

Measure 4 - Ability of Completers to Meet Licensing and any Additional State Requirements

Training at our EPP qualifies completers to apply for Nebraska state certification when all requirements are met. Six of 7 of our completers passed the Praxis II test in their endorsement area, so they were eligible to pursue their Nebraska state certification successfully. One completer from the 2023-2024 cohort did not pass before graduation. Since the state of Nebraska no longer requires that completers pass the Praxis II test in their endorsement area (as of June 2024), this completer worked with available options. The non-passing completer secured employment in a different state and is working with that state’s education department to meet certification requirements specific to them.

In addition, our completers also complete the academic requirements for certification with the Seventh-day Adventist denomination.  Six of the seven went on to apply and receive denominational certification.

Ability of Completers to be Hired in Education Positions

Eighty-six percent (86%) of the 2023-2024 completers (n=7) were hired in educational positions for which they had prepared (the seventh opted to continue on to graduate school). 

This continues the trend of Union Adventist University’s completers being “highly sought graduates,” a goal as stated in the university’s mission statement. Data reveal that our completers are hired in their field of study, and they tend to stay in the field of teaching at a rate that is higher than the national average. According to research compiled by Zippia.com, an average of 44% of teachers leave the profession in the first five years. Fortunately, the EPP completers are not following this pattern. In the last five years, the EPP retention rate for those who started a career in teaching is 34 of 37 (92%). More currently, in the past three years (2021-2024), 20 of 22 completers (91%) who started jobs in education are still using their degree in a school setting. The EPP has processes in place to assist students in connecting with potential employers both locally and across the country, and those processes appear to be working effectively.     

Union EPP Completers - Hired in Educational Positions

*NOTE:  One completer died during the summer of 2021 before entering the workforce. Completer employment data has been modified to reflect this reality.

All endorsements offered by Union College were approved by CAEP during the most recent accreditation visit (2019).