Section 1 – Undergraduate Students 2021-2024
Since the start of the 2023–2024 academic year, enrollment in undergraduate teacher education programs has risen appreciably—especially in the fields of English Education for Grades 5–12 and Physical Education for Grades K–12. This trend reflects an increasing recognition of the importance of well-prepared educators capable of meeting contemporary classroom challenges.
Notably, in February 2023 the Physical Education program, which had been inactive for a period, was revived. The reactivation of this program signals a renewed commitment to fostering expertise in physical education, thereby providing prospective teachers with updated curricula, enhanced practical experiences, and greater opportunities for professional development.
The upward trajectory in enrollment can be attributed to several factors: Increased Demand for Specialized Educators: As schools adapt to rapidly changing educational environments, there is a heightened need for teachers who specialize in areas like language arts and physical education. This demand is likely spurring more students to pursue these disciplines. Enhanced Program Offerings and Support: Both the English Education and reactivated Physical Education programs have likely benefited from updated curricula, improved facilities, and robust support services. These enhancements are designed to produce well-rounded educators ready to integrate modern teaching practices into their classrooms. Market Trends and Career Opportunities: With the education sector continuously evolving, the prospect of a stable and meaningful career in teaching has grown more attractive. Prospective educators are recognizing the value of specialized training, which not only opens doors to diverse teaching roles but also contributes to the long-term quality of education in public and private institutions.
Overall, this noticeable increase in student enrollment is a positive indicator of a shifting educational landscape—one where continuous improvement in teacher preparation is a priority, ensuring that both language and physical education sectors are adequately supported by a new generation of highly qualified professionals.
Section 2 – Satisfaction of Employers and Stakeholders
Leadership Candidate Program Survey Data, 2023-2024
The following summary reflects a portion of the most recent survey results collected from site supervisors. It is important to note that the data visualization system utilized for this program does not display numerical values less than one whole number within its charts and graphs. Nevertheless, the accurate and complete percentages for each category are detailed in the accompanying narrative descriptions. While the visual presentations may appear rounded, the written analyses ensure that all statistical results are reported with full precision and transparency.
High Satisfaction with Interns:
- 85–92% of supervisors “Strongly Agreed” that the interns were prepared, supported, and demonstrated essential leadership skills such as problem-solving and collaboration.
- Only a small minority (7.5–8%) “Strongly Disagreed” across a few items, indicating isolated dissatisfaction rather than systemic issues.
Communication from Salem University:
- Initially, 92% “Strongly Agreed” that they were adequately informed of expectations; however, a second, more detailed question showed a decline to 62% “Strongly Agree” and 30.5% “Somewhat Agree.”
- This suggests an opportunity for Salem University to further strengthen and clarify the communication and orientation process for site supervisors.
- Alignment to Standards and Activity Design:
- 85% of supervisors felt that internship activities were clearly aligned to NELP Standards and provided meaningful leadership exposure.
- Supervisors valued the collaborative nature of the planning process for internship activities.
Internship Experience Structure:
- 77% “Strongly Agreed” that the internship was of a reasonable length to integrate theory and practice, while 15% “Somewhat Agreed.” A small proportion (8%) expressed concerns about the duration.
Section 3 – Candidates Competencies of Program Completers
Praxis Test #5412 Results from 2023-2024 School of Education
The chart above shows the high and low scores of the Advanced Programs (Graduate Level programs). From 2021 through 2023-2024. Praxis Total incorporates all the students who took Praxis #5412, with the highest scores demonstrating the highest scores achieved.
The chart below shows all the individual scores for this period, with 146 and above passing. Here are the various categories that students are assessed on Praxis #5412.
- Strategic Leadership
- Instructional Leadership
- Climate and Cultural Leadership
- Ethical Leadership
- Organizational Leadership
- Community Engagement Leadership
PRAXIS #5412 Student Scores -Salem University 2023-2024
Score Summary Table
Section 4 – Ability to be hired for Position that students were trained
A formal survey was administered to recent graduates of Salem University’s Advanced Level academic programs to assess perceptions of program effectiveness and career alignment. The findings indicate that graduates overwhelmingly affirm the quality and relevance of their academic preparation. However, a lower percentage have, at the time of the survey, transitioned into employment directly aligned with their programmatic focus. This trend appears attributable, in part, to the timing of program completion within the current academic year.
Detailed Findings:
- Perceived Program Preparedness: When asked whether their graduate program at Salem University adequately prepared them for their intended professional role, 96% of respondents affirmed that the program met or exceeded their expectations for preparation. This response is consistent with internal quality assurance measures and faculty assessments of program efficacy.
- Employment Alignment: Regarding current employment, 42.1% of graduates reported being employed in a role directly related to the preparation they received through their Salem University program. This relatively modest percentage is not considered indicative of a misalignment between program design and workforce needs; rather, it reflects the transitional status of many graduates who are completing their programs during the present academic year and have not yet secured new employment opportunities or sought professional advancement.
- Graduate Satisfaction and Institutional Recommendation: Notably, 96% of respondents indicated that they would recommend Salem University to other professionals seeking advanced preparation in their field. This strong endorsement suggests high overall satisfaction with academic experience, support services, and perceived value of the degree.
Survey Instrument and Response Summary:
- Program Preparedness: “Do you feel that the graduate program you participated in at Salem University prepared you for your desired position?”
- 96% responded Yes.
- Employment Status: “Are you currently employed in a position that your graduate program at Salem University prepared you for?”
- 42.1% responded Yes.
- Institutional Recommendation: “Would you recommend Salem University to other professionals?”
- 96% responded Yes.
Interpretation and Implications:
The data affirms that Salem University’s Advanced Level programs are effectively preparing graduates for professional practice, as perceived by the graduates themselves. The gap between program completion and employment in field-aligned roles is a temporal issue that is anticipated
to narrow as graduates complete the employment transition process. Ongoing tracking of graduate outcomes is recommended to verify longitudinal success and to inform continuous improvement initiatives within the programs.
