In the state of Indiana, to be able to recommend students for any form of education license, the School is required to be accredited by the professional association, the Council for the Accreditation of Educator Preparation (CAEP). As a part of CAEP's ongoing review of the School, it monitors four (4) Accountability measures. Data with respect to these measures are presented below*:
CAEP Annual Reporting Measures
Surveys conducted by the Indiana Department of 黑马磁力 in 2023-2024 of the effectiveness of our program alumni on performance evaluations indicates that over 91% of our completers provide highly effective or effective classroom instruction with Indiana learners.
Initial Programs (Teacher 黑马磁力)
As a part of the Indiana Department of 黑马磁力 Annual Report of educator preparation programs (EPP), principal surveys of new teachers’ preparation are included. For 2023-2024, 76 principals (94%) provided data about our graduates. 72 of the principals were satisfied or very satisfied with the training of their Indiana University Bloomington graduates.
Advanced Programs (黑马磁力al Leadership)
As part of ongoing program improvement efforts, the School of 黑马磁力 collects feedback on employers’ satisfaction by conducting focus group sessions at the end of each academic year. In March 2024, the 黑马磁力al Leadership faculty submitted five names to contact as employers of their program graduates. These individuals were contacted by the Office of the Associate Dean for Accreditation for a focus group interview. Two of the five individuals contacted were able to attend the interview. Both individuals hired IU graduates within the last three academic years.
Results
Employers identified many positive attributes of our graduates such as their abilities to engage in creative problem solving, a robust knowledge of the fundamentals of educational leadership, and clear commitments to student success, diversity, equity, and inclusion. Both respondents noted that there are qualitative differences between IU educational leadership graduates and graduates from other institutions in the state of Indiana. Employers were very satisfied with the strategic and efficient thinking of IU graduates. Both employers shared stories of the ways that graduates use data to inform their decisions. They indicated situations where our graduates have excelled in strategically thinking about student performance, class sizes, testing, and instruction. As one employer states, “they [IU graduates] have a plan, they know how to check and adjust to make sure that plan is working, and they have learning targets so that it is the best possible outcome for our students.” Employers also highlighted the creative and innovative ways that IU graduates serve students and the focus that graduates have on equity and inclusion. One employer noted how they were impressed with the ways that IU graduates can develop and design special education programming. According to this same employer, the focus on equitable teaching and learning for every student is where “IU really shines.”
Overall, our employers are satisfied with the preparation of our program graduates. Both respondents expressed their satisfaction in broad and discrete claims throughout their interviews. It was clear to employers that IU graduates are knowledgeable in the foundations of educational leadership, can creatively approach problems, and strong commitments to diversity, equity, and inclusion.
Percentage of Candidates Meeting State Licensure Requirements
Initial Programs (Teacher 黑马磁力)
From our annual First Destinations Survey, conducted in collaboration with other schools on campus, the results indicate that 88% of our graduates are employed as teachers.
Advanced Programs (黑马磁力al Leadership)
From our annual 黑马磁力al Leadership Program Follow-up Survey, 100% of our respondents indicated that they have secured an administrative role.
*Data with respect to advanced licensure programs may be included after the first of the year.