Brockport Alumni Impact Study

Main Page Content

Overview

In 2020, the Professional Education Unit (PEU) began a study to assess how well graduates of its initial-level education programs are performing in the field. Initial-level programs are those programs that lead to an initial teaching certification. To accomplish this, the PEU has gathered supervisor evaluations of recent graduates’ teaching performance. So far, all evaluations that have been gathered used the Daniel Framework for Teaching rubric. The evaluations rate graduates using a four-level scale (ineffective, developing, effective, and highly effective) on key teaching domains, including planning and preparation, the classroom environment, instruction, and professional responsibilities. More information can be found on the Danielson Framework for Teaching website

Results

Brockport has received 12 graduates’ observation forms since spring 2021, with at least one observation form from every initial-level program. Observation forms were collected from alumni that graduated within the past 3 years. The table below shows the graduates’ mean scores and ranges for the Danielson rubric criteria. Graduates were not all rated on all criteria by their supervisor – some supervisors only rated a graduate on some of the criteria. Due to the low sample size, we are omitting mean scores for the criteria in which fewer than 10 candidates received a score. Across all criteria on the observation forms, 98% of supervisors’ ratings of our graduates were at the “effective” or “highly effective” levels. Although the sample size is relatively small, data indicate Brockport graduates are performing well in the field. 

Brockport Alumni Teaching Evaluation Scores

Due to small sample size, responses from all cycles of data (spring 2021, summer 2021, fall 2021, and spring 2022) and all programs have been combined:

Danielson component Total Mean Range
1a: Demonstrates Knowledge of Content and Pedagogy 10 3.60 3-4
1b: Demonstrates Knowledge of Students 9 low n low n
1c: Sets Instructional Outcomes 9 low n low n
1d: Demonstrates Knowledge of Resources 7 low n low n
1e: Designs Coherent Instruction 10 3.50 2-4
1f: Designs Student Assessments 7 low n low n
2a: Creates an Environment of Respect and Rapport 11 3.55 3-4
2b: Establishes a Culture for Learning 10 3.50 3-4
2c: Managing Classroom Procedures 7 low n low n
2d: Managing student behavior 7 low n low n
2e: Organizing Physical Space 5 low n low n
3a: Communicates with Students 10 3.60 3-4
3b: Uses Questioning and Discussion Techniques 10 3.30 3-4
3c: Engages Students in Learning 12 3.42 2-4
3d: Uses Assessment in Instruction 11 3.36 2-4
3e: Demonstrates Flexibility and Responsiveness 4 low n low n
4a: Reflecting on Teaching 4 low n low n
4b: Maintaining Accurate Records 2 low n low n
4c: Communicating with Families 2 low n low n
4d: Participating in a Professional Community 2 low n low n
4e: Growing and Developing Professionally 3 low n low n
4f: Showing Professionalism 2 low n low n

Last Updated 7/21/22