Measure 2 – Satisfaction of Employers

Satisfaction of Employers (Component 4.2/5.3/A.4.1)

Undergraduate

In 2019, the Department of Public Instruction in North Carolina put in place new accountability measures.  Please visit  EPP Performance for more information about the NCDPI Dashboard and to see the most current data.  Below is the data related to Employer Satisfaction:

Results by Survey Item:

Survey ItemMuch lessLessComparableMoreMuch more
Adapting teaching to benefit students with unique learning needs—4
16%		18
72%		3
12%		—
Aligning instruction with the North Carolina Standard Course of Study—2
8%		21
84%		2
8%		—
Assessing students’ literacy development—2
15%		11
85%		N/A—
Communicating in ways that are clearly understood by students—3
12%		18
2%		4
16%		—
Contributing to the productivity of school wide goals—4
16%		17
68%		4
16%		—
Demonstrating pedagogical competency—3
12%		20
80%		2
8%		—
Demonstrating skill in support of English second language learners—3
12%		21
84%		1
4%		—
Developing students’ foundational reading skills (e.g. phonemic awareness, phonological awareness, phonics)—2
15%		9
69%		2
15%		—
Developing students’ reading comprehension—2
15%		8
62%		3
23%		—
Developing students’ reading fluency—3
23%		10
77%		N/A—
Developing students’ vocabulary—2
15%		9
69%		2
15%		—
Differentiating literacy instruction to meet the needs of diverse learners—2
15%		10
77%		1
8%		—
Engaging in professional development to address identified improvement needs—3
12%		20
80%		2
8%		—
Exhibiting a strong foundation of knowledge in his/her content area(s)—3
12%		18
72%		4
16%		—
Facilitating learning through student collaboration in small groups and teams—4
16%		18
72%		1
4%		2
8%
Helping students believe they can do well in school—3
12%		15
60%		6
24%		1
4%
Helping students value learning—3
12%		16
64%		5
20%		1
4%
Implementing culturally responsive pedagogy in literacy instruction—3
23%		8
62%		2
15%		—
Incorporating instructional materials that reflect a diverse set of student experiences—3
12%		20
80%		2
8%		—
Integrating technology into instruction to enhance learning—2
8%		20
80%		3
12%		—
Investing families and other significant adults in students’ learning—3
12%		18
72%		4
16%		—
Leveraging a variety of formal and informal assessments to drive student learning—5
20%		16
64%		4
16%		—
Maintaining a classroom environment that enables students to learn1
4%		2
8%		16
64%		5
20%		1
4%
Making expectations about student behavior clear1
4%		3
12%		16
64%		5
20%		—
Making instruction relevant to 21st century students—2
8%		21
84%		2
8%		—
Managing disruptive behavior in the classroom1 4%3
12%		16
64%		5
20%		—
Promoting critical thinking in students—4
16%		17
68%		4
16%		—
Reflecting on practice and identifying areas for improvement—4
16%		18
72%		3
12%		—
Respecting diversity and multiple perspectives of students—3
12%		18
72%		4
16%		—
Seeking solutions to address students’ learning needs in a proactive manner—3
12%		18
72%		4
16%		—
Serving students from diverse economic backgrounds—1
4%		16
67%		7
29%		—
Taking an active role in professional learning communities—3
12%		19
76%		3
12%		—
Teaching in a multicultural or multilingual setting—3
13%		16
70%		4
17%		—
Using data to guide practice—5
20%		17
68%		3
12%		—
Using state and/or district mandated assessments to inform instruction—4
16%		18
72%		3
12%		—
Utilizing a variety of appropriate instructional materials—3
12%		18
72%		4
16%		—

Results by Standard:

StandardMuch lessLessComparableMoreMuch more
Std I: Leadership—15
15%		71
71%		14
14%		—
Std II: Classroom Environment3
1%		28
11%		175
71%		40
16%		1
<1%
Std III: Content Knowledge—10
10%		80
80%		10
10%		—
Std IV: Facilitating Student Learning—31
14%		156
69%		34
15%		4
2%
Std V: Reflecting on Practice—7
14%		38
76%		5
10%		—
Note: 25 out of 35 teachers were rated during this reporting period. These numbers are the total number of times a response was selected that’s connected to its respective standards.