Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2, R5.3, RA4.1)

Data provided should be collected on employers' satisfaction with program completers. (CAEP Standard 2)

SATISFACTION OF EMPLOYERS

The satisfaction of the employers of our completers is paramount to the continued success of our education programs at the University of Michigan-Flint. Their input has been captured this year from the Michigan Department of Education's (MDE) Administrators Survey for One Year Out Completers.

MDE Administrators Survey for One Year Out Completers

The survey sample size was 4 respondents. It is important to note that there were 44 completers recommended for state certification during AY 23-24. This represents a 9% response rate. This survey only addresses initial program completers in their first year.

It is important to acknowledge that the low response rate limits our ability to draw conclusions based on this survey. However, UM-Flint faculty has made changes within courses that we believe aid our candidates to be better prepared. These changes are reflected in the employer response to questions about the completers: use of technology to enhance learning experiences; ability to work with and support students with special needs or disabilities;  and they were able to build positive relationships with students and colleagues to name a few. In addition some areas for further monitoring and program development are: application of instructional strategies and resources to support English learners; and skills to understand and teach students with culturally diverse backgrounds. The action steps that we will take will begin by cross analyzing this data with the MTTC test scores to explore the consistency of the concerns and make adjustments in response. 

Summary of the Satisfaction of Employers

The data shared above suggests that employers, across a variety of diverse educational settings, continue to be pleased with our completers as employees in their schools. The data provided in AY 2023-2024 has been utilized by the faculty of the education programs during our annual data retreat to focus on future program and course level improvements to address the areas of need through in-program practices before program completion.

STAKEHOLDER INVOLVEMENT

We participate in monthly meetings of Genesee County area Superintendents. From these meetings we learn about the success, opportunities, and challenges the area school districts are facing. One result of our participation in these meetings is connections made with CTE programs in Genesee and Shiawassee counties. We are now working with CTE programs to build better pathways from those programs into teacher preparation programs for students who are interested.

We have begun our Special Education Program for undergraduate students. This program is the result of close collaboration with partners at the Genesee Intermediate School District, Flint Community Schools, and other area school districts. With a high need for special educators, this partnership will continue as we begin to recruit students into the program with the goal of having them remain in the GISD or FCS serving the children impacted by the Flint Water Crisis.  

Beginning in the Fall 2024 semester be started the Future Teacher Academy. This half day event is for teacher candidates to practice their lifelong learning skills by attending professional development sessions. Candidates attend three sessions, in addition to a keynote speaker. The sessions are provided by area educators that are not part of the faculty at UM-Flint and cover topics of interest to students that are outside of or in support of the academic program. Session topics range from school safety to using graphic novels with kids of all ages. 

In February 2025, we hosted a stakeholder meeting with superintendents, principals, and teachers from around Genesee County to review our Core Teaching Practices evaluations. During this meeting, we receive critical feedback regarding what they believed were important skills needed to successfully lead a group discussion, elicit and interpret student thinking, explain and model content, and setting up small groups. This stakeholder involvement continues to be an important part of the preparing teacher candidates and education leaders. The collaboration creates mutually beneficial, co-constructed experiences for our educational partners and candidates alike. The feedback provided by stakeholders will result in changes to these rubrics beginning in fall 2025. 

Summary of Stakeholder Involvement

We continue to engage with the many stakeholders in ways to improve our candidates preparation and readiness to enter the classroom.