UCONN Teacher Education Program Completer Survey

The University of Connecticut’s (UConn) Neag School Educator Preparation Program (EPP) collects data through a three-part completer survey to evaluate perceptions of completer effectiveness and impact on P-12 student learning and growth. The survey is a multifaceted approach to understanding completer’s personal perceptions of their effectiveness and impact on student learning and growth based on their experiences during coursework and clinical experiences. The EPP distributes the completer survey each May. 

First, the survey asks completers to provide employment information from that year and reflect on their overall satisfaction with their programmatic experiences. Second, the survey asks completers to reflect on their programmatic coursework preparation and clinical experiences in the following areas in relation to their preparation, effectiveness and impact: content knowledge, planning, teaching, assessment, and professional responsibility. Last, completers have the opportunity to submit information their recent Summative Teacher Evaluation conducted by their employer. The Summative Teacher Evaluation includes information on the employer's observations/rating of the completer’s teaching as well as a reflection on the completer-created student learning objectives to assess impact on student growth.   

In May 2025, the EPP sent the completer survey to recent completers of the Teacher Education Program. The survey was sent to 302 first- and second-year completers. Additional reminders to complete the survey were sent between May-August. Twenty-four completers responded to the survey for a response rate of 12.6%. 

2025 Completer Overall Satisfaction: Results

The EPP asked completers about their overall level of satisfaction with how the EPP prepared them for their job responsibilities. Responses were provided on a 4-point Likert scale with two positive and two negative anchors. The mean satisfaction score was 3.38 and one-hundred percent of the respondents reported being satisfied or very satisfied with their preparation.

2025 Completer Perceptions of Preparedness: Results

Completer self-reflections on their experiences gained through their coursework and clinical experiences allow the EPP to evaluate educator preparation from different program elements to improve coursework and clinical placements for candidates. Candidates rate their perceptions of effectiveness and impact on a 4-point Likert scale. 

Effectiveness: The completer survey metrics that measure completer perceptions of their effectiveness on P-12 student learning and growth are located under the teaching domain of the survey. The metrics measure completer mastery of skills that involve creating supportive classroom environments and using effective instructional strategies to respond to the needs of diverse learners. Sixteen completers responded to questions about their effectiveness on P-12 student learning and growth. Mean effectiveness ratings for the two program elements were similar: coursework-2.89; clinical experiences-2.83. Areas of strength include, “Create a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds...” (3.29) for coursework and “Use instructional strategies that effectively improve students’ literacy skills in content/subject areas” (3.06) for clinical experiences. An area for improvement in both coursework and clinical experiences was “Use effective strategies to teach English learners” (coursework-2.47, clinical experiences-2.41). 

Impact: The completer survey metrics that measure self-ratings of completer perceptions of their impact on P-12 student learning and growth can be located under the assessing domain of the survey. The metrics measure a completer’s perception of preparedness to use data to evaluate student knowledge and growth and the ability to make timely and targeted instructional changes. Seventeen completers answered questions about their competencies to impact P-12 student learning and growth. Mean impact ratings for the two program elements were similar: coursework-3.19; clinical experiences-3.08. Areas of strength of impact measures included, “Use a variety of formative methods aligned to learning objectives to assess what students are learning and adjust instruction during and between lessons” (3.41) and “Use summative assessments to identify students’ achievement or progress based upon predetermined criteria” (3.35). An area for improvement was “Provide effective, specific, timely feedback that helps students improve their performance” (2.94).  

Table 1

2025 Completers Perceptions of Preparedness

2025 Completer Summative Teacher Evaluation by Employer: Results

Employer summative evaluations of completers allow the EPP to collect data about objective observations of completer effectiveness and impact as they relate to specific goals for P-K student learning and growth. Employers rate their perceptions of completer effectiveness and impact on a 4-point Likert scale. 

Effectiveness: As part of the completer survey, the EPP asks respondents to share overall ratings from their current Summative Teacher Evaluation by their employer. Eight completers provided a summative rating from their employer's observation of their teaching. The mean supervisor rating of effectiveness from observations was 3.00 (75% proficient or exemplary). 

Impact: As part of the completer survey the EPP asks respondents to share their rating on the student growth and development portion from their current Summative Teacher Evaluation by their employer. Seven completers provided a summative rating from their supervisor’s assessment of student growth. The mean supervisor rating of impact based on student learning outcomes data was 3.14 (86% proficient or exemplary).  

Table 2

2025 Completer Summative Teacher Evaluation by Employer

UCONN Teacher Education Program Employer Satisfaction of Completer Survey

The EPP uses an employer satisfaction survey to collect, analyze and synthesize data regarding employers satisfaction of the EPP's  completers. The Connecticut State Department of Education (CSDE) provides the EPP with data indicating the Connecticut schools that employ recent EPP completers during the respective school year. Based on this data, the EPP sends Employer Satisfaction of Completer Survey to principals and assistant principals of the schools who currently employ first-year completers. The survey is a multidimensional measure to rate alumni teachers during their first year of teaching in relation to the Council for the Accreditation of Educator Preparation (CAEP) Initial Standards and the four domains of preparation within the 2017 CT Common Core of Teaching (CCT) Rubric for Effective Teaching: Classroom Environment, Student Engagement, and Commitment to Learning; Planning for Active Learning; Instruction for Active Learning; and Professional Responsibilities and Teacher Leadership. There are two sections of survey metrics: teacher performance and CAEP initial standards.  

Based on data that we received from the CSDE, the EPP sends the survey to schools that employed a recent Neag School of Education completer during the 2024-2025 school year. The EPP distributed 205 survey email requests to school principals at elementary, middle, and high schools and assistant principals at middle and high schools in December 2025 with one follow up request. A total of 21 respondents completed the survey for a response rate of 22%. 

2025 Employer Satisfaction of Completer Survey: Results

Responses to the Employer Satisfaction Survey allow the EPP to collect data about employers’ perceptions of completer effectiveness and impact on P-12 student learning and growth as they relate to CAEP and CCT standards. Level of satisfaction questions include the core areas of CAEP Initial Standard 1: Content and Pedagogical Knowledge, rated on a five-point Likert scale. Level of proficiency questions include the CCT Rubric for Effective Teaching and Related Instructional Skills. Employers rated Instructional Skills on a four-point Likert scale.  

Effectiveness: Fifteen employers completed the survey. Overall, the mean for was 4.42. The competency with the highest-average satisfaction rating for was “Candidates are able to apply their knowledge of InTASC standards relating to instructional practices at the appropriate progression levels” (4.42). The lowest-average satisfaction rating for CAEP Initial Standard 1 was “Candidates model and apply national or state approved technology standards to engage and improve learning for all students” (4.25).  

Overall, the average proficiency rating for instructional skills was 3.17. The instructional skill with the highest-rated proficiency was “Creating a positive learning environment that is responsive to and respectful of the learning needs of all students” (3.47). The instructional skill with the lowest-rated proficiency was “Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies” (3.07).  

Impact: The EPP identified two questions from the employer satisfaction survey for inclusion in the impact metric and both questions can be found under instructional skills. Overall, the average proficiency rating for impact was 3.1. Both questions received similar mean ratings.  

Table 3

2025 Employer Satisfaction of Completer Survey: Results