The Drexel School of Education (SoE) Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards.

For the 2022-23 data cycle, there were no responses received from school administrators during the requested period. Drexel staff made numerous requests for responses during the time period. Drexel is reviewing the survey methodology and will be implementing changes in an attempt to improve response rates for the coming cycle.

During the 2022-23 cycle, Drexel did receive survey data which is collected through the Drexel partnership with the National Center for Teacher Residencies (NCTR). NCTR surveys participants (residents, mentor teachers, hiring principals and residency site-based principals) in the Drexel SoE Philadelphia Teacher Residency Program. For this time period, respondents ranked Drexel candidates 3.3 out of a possible 4 that they were prepared to teach as the teacher of record.

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards.

For the 2021-22 data cycle, responses rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation . Items included how well the candidate was prepared to: “Know the required content” (mean=3.14); “Effectively teach the required content” (mean=3); and “implement effective instruction” (mean=2.86).

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards. 

Data were disaggregated into four cycles of graduating class brackets with the most recent cycle of 2020-2021 data. Overall, employers rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation (N=47). Items included how well the candidate was prepared to: “Know the required content” (mean=3.28, sd=0.62); “Effectively teach the required content” (mean=3.09, sd=0.88); and “implement effective instruction” (mean=3.04, sd=0.86).

Notable changes from the 2017-19 data cycle to the 2020-21 cycle of responses include an increase of scores related to “knowing the required content” (3.00 average to 3.29 respectively), “creating a respectful classroom environment that supports learning for all students” (2.90 to 3.14 average), and “use of technology to improve student learning” (2.80 to 3.43 average). 

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards. Data were disaggregated into three cycles of graduating class brackets (2012-13, 2014-16, and 2017-19). Overall, employers rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation (N=40). Items included how well the candidate was prepared to: “Know the required content” (mean=3.28, sd=0.60); “Effectively teach the required content” (mean=3.10, sd=0.84); and “implement effective instruction” (mean=3.08, sd=0.76).

The Hiring Principal Survey (2012-19) included specific items on teacher effectiveness. Employers rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation (N=40). Items included how well the candidate was prepared to: “Know the required content” (mean=3.28, sd=0.60); “Effectively teach the required content” (mean=3.10, sd=0.84); and “implement effective instruction” (mean=3.08, sd=0.76).

The PVAAS Report for the 2022-23 academic year includes student growth data comparing the EPP’s graduates to graduates from other PA University Education programs.

Specifically, changes in student achievement scores on statewide annual assessments were compared. While data are limited by a small sample size, Drexel program completers showed positive growth indices in the Literature 7-12, Math 4-8, PK-4, and ELA 4-8 content areas compared to other Pennsylvania educator preparation. Growth in the PK-4, ELA 4-8 and Math 4-8 areas show improvement when compared to the previous PVAAS report. These differences between Drexel completers and other PA completers become even more apparent when growth indices are adjusted for poverty.

The PVAAS Report for the 2021-22 academic year includes student growth data comparing the EPP’s graduates to graduates from other PA University Education programs.

Specifically, changes in student achievement scores on statewide annual assessments were compared. While data are limited by a small sample size, Drexel program completers showed positive growth indices in the Literature 7-12, Math 4-8, Science 4-8, and ELA 4-8 content areas compared to other Pennsylvania educator preparation. Growth in the ELA 4-8, Science 4-8, and Math 4-8 areas show improvement when compared to the previous PVAAS report. These differences between Drexel completers and other PA completers become even more apparent when growth indices are adjusted for poverty.  

The PVAAS Report for 2019 includes student growth data comparing the EPP’s graduates to graduates from other PA University Education programs.

Specifically, changes in student achievement scores on statewide annual assessments were compared.  While data are limited by a small sample size (N=36), Drexel program completers on average had a higher teacher-specific growth index than graduates from other Pennsylvania educator preparation programs in the subject areas of Biology, Math 4-8, and Science 4 and 8.  These differences between Drexel completers and other PA completers become even more apparent when growth indices are adjusted for poverty. 

The PVAAS Report for 2016 includes student growth data comparing the EPP’s graduates to graduates from other PA University Education programs. Specifically, changes in student achievement scores on statewide annual assessments were compared. While data are limited by a small sample size (N=48), a statistically significant (p < 0.05) positive difference in Algebra I (adjusted for poverty) was noted for EPP graduates despite negative growth for all content areas across all PA institutions. None of the other certification content areas (Biology, ELA 4-8, Math 4-8, Science 4-8) showed statistically significant differences from the state comparison. 

The Teacher of Record Survey (SoE Alumni) Survey asked completers to share their “Overall Rating - School/District Annual Performance Evaluation within the past three years.”

Seventy-seven percent of completers who responded (N=26) reported Performance Evaluation ratings of “Exceptional” or “Exceeds Expectations” while 23% reported ratings of “Met Expectations” the past four annual cycles

Sixty-nine percent of completers who reported “School District Annual Performance Evaluations within the past three years” (N=29) shared Performance Evaluation ratings of “Exceptional” or “Exceeds Expectations” while thirty-one percent reported ratings of “Met Expectations”.

The 2019 Philadelphia Teacher Residency (PTR) Mid-Year Report includes teaching effectiveness measures for completers and principals. 94% of PTR completers (N=50) agreed/strongly agreed that staff from the program “Has made me a more effective instructor.” Principals (N=13*) held similar sentiments with 90% either agreeing or strongly agreeing the completer “is a positive contribution to my school.” (*This is the number of residents that principals (N=13) answered on behalf of, as principals have multiple residents from Drexel EPP.)

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards.

For the 2022-23 data cycle, there were no responses received from school administrators during the requested period. Drexel staff made numerous requests for responses during the time period. Drexel is reviewing the survey methodology and will be implementing changes in an attempt to improve response rates for the coming cycle.

During the 2022-23 cycle, Drexel did receive survey data from principals supplied by the National Center for Teacher Residencies (NCTR). For this time period, respondents provided feedback on the preparation of candidates. Some examples of responses include: “The residency program offers residents a good balance of theoretical and practical strategies to strengthen their effectiveness in the classroom.”, “The coursework provided to residents by the residency program is relevant to my school context and classroom”, and “Participation in the residency program has positively impacted the culture of our school.”

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards.

For the 2021-22 data cycle, in addition to the evaluation of specific skills, the Hiring Principal Survey asks employers to share their general feelings of satisfaction with Drexel completer preparation. When asked “do you feel Drexel University adequately prepared this teacher for their career?” 86% of respondents indicated they felt the teacher was adequately prepared. Employers responded positively as well to the question of “based on your experiences with this Drexel university graduate, what best describes the extent to which they are ready to meet the needs of students in your school?” 71% of respondents indicated that the completer was “fully” or “mostly” ready.

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards. 

In addition to the evaluation of specific skills, the Hiring Principal Survey asks employers to share their general feelings of satisfaction with Drexel completer preparation.  When asked “do you feel Drexel University adequately prepared this teacher for their career?” 90% of respondents indicated they felt the teacher was adequately prepared (n=39).  Employers responded positively as well to the question of “based on your experiences with this Drexel university graduate, what best describes the extent to which they are ready to meet the needs of students in your school?” 85% of respondents indicated that the completer was “fully” or “mostly” ready.

The Hiring Principal Survey is administered annually to employers. Survey items are aligned with the Danielson Framework and Interstate New Teacher Assessment and Support Consortium (InTASC) standards. Data were disaggregated into three cycles of graduating class brackets (2012-13, 2014-16, and 2017-19). Overall, employers rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation (N=40). Items included how well the candidate was prepared to: “Know the required content” (mean=3.28, sd=0.60); “Effectively teach the required content” (mean=3.10, sd=0.84); and “implement effective instruction” (mean=3.08, sd=0.76).

The Hiring Principal Survey (2012-19) included specific items on teacher effectiveness. Employers rated completers on average as proficient or above (Likert-like scale of distinguished-4, proficient-3, basic-2, or unsatisfactory-1) on all categories of satisfaction of preparation (N=40). Items included how well the candidate was prepared to: “Know the required content” (mean=3.28, sd=0.60); “Effectively teach the required content” (mean=3.10, sd=0.84); and “implement effective instruction” (mean=3.08, sd=0.76).

The Teacher of Record Survey (SoE Alumni) Survey asked completers to share their “Overall Rating - School/District Annual Performance Evaluation within the past three years.”

Of the 2022-23 responding completers, 87% are currently employed as a professional teacher. At the time of the survey, the remaining 13% were in the process of completing the required assessments and will seek employment after receiving their certification. For the previous combined cycles (2016-2019), eighty-two percent of initial program completers who responded to the survey were employed in PreK-12 education settings.

The Teacher of Record Survey (SoE Alumni) Survey asked completers to share their “Overall Rating - School/District Annual Performance Evaluation within the past three years.”

Of the 2021-22 responding completers, 85% are currently employed as a professional teacher. For the previous combined cycles (2016-2019), eighty-two percent of initial program completers who responded to the survey were employed in PreK-12 education settings.

The Teacher of Record Survey (SoE Alumni) Survey asked completers to share their “Overall Rating - School/District Annual Performance Evaluation within the past three years.”

Of the 2020-21 responding completers, 88% are currently employed as a professional teacher. For the previous combined cycles (2016-2019), eighty-two percent of initial program completers who responded to the survey were employed in PreK-12 education settings.

80% of initial program completers (2016-2019) who responded to the SoE Alumni Survey were employed in PreK-12 education settings.