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The study develops a pragmatic, evidence-collection method for smaller liberal arts institutions using a convergent parallel mixed-methods design. It was piloted with eight alumni from an advanced-level literacy program, analyzing completer self-reports and employer employment milestones plus evaluations or observations. The work proposes a model for future research to support holistic satisfaction evidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-completer-and-employer-satisfaction-in-advanced-level-programs-abstract-and-overview/602877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-completer-and-employer-satisfaction-in-advanced-level-programs-abstract-and-overview/602877.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address for advanced-level programs?","Question",{"text":112,"@type":113},"Advanced-level programs must document both completer and employer satisfaction to satisfy rigorous accreditation expectations. The study targets how providers can collect valid and reliable evidence for both groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method did the researchers use to collect evidence?",{"text":117,"@type":113},"A convergent parallel mixed-methods approach was designed to gather qualitative and quantitative data at the same time. The pilot used analyses of completer perceptions and employer milestones and evaluations or observations.",{"name":119,"@type":110,"acceptedAnswer":120},"How was completer and employer satisfaction evidence evaluated in the pilot?",{"text":121,"@type":113},"Completer satisfaction was assessed through analysis of self-reported perceptions related to preparation for current job responsibilities and program goals. Employer satisfaction was assessed through analysis of employment milestones and employer evaluations and/or observations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602877,1792166511,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EXAMINING COMPLETER AND EMPLOYER SATISFACTION  \nIN ADVANCED-LEVEL PROGRAMS  \nCAITLIN RIEGEL  \nMedaille College, U. S.A.  \nABSTRACT  \nAdvanced-level education programs are held to rigorous accreditation standards that often require evidence of satisfaction from both program completers and their employers. The purpose of this study was to develop a pragmatic method of collecting this evidence for smaller liberal arts institutions. A convergent parallel mixed methods data collection approach was designed to simultaneously gather qualitative and quantitative data. This data collection method was piloted with eight alumni from an advanced-level literacy program at a small private liberal arts university in the American Northeast. Evidence of program completer satisfaction included analysis of selfreported data regarding perceptions of preparation relevant to current job responsibilities and program goals. Evidence of employer satisfaction included analysis of employment milestones and employer evaluations and/or observations. This study provides a model for future research intended on identifying practical ways of collecting evidence toward demonstrating overall satisfaction of program completers and/or their employers for smaller liberal arts institutions.  \nOVERVIEW  \nAdvanced-level programs are defined as “educator preparation programs at the postbaccalaureate or graduate levels leading to licensure, certification, or endorsement” (Council for the Accreditation of Educator Preparation [CAEP], 2015a, para. 1) . These programs are designed to develop P-12 teachers who have already completed an initial preparation program for employment in P-12 schools/districts. With increasing accountability in the field of education, it follows that advanced-level programs are held to high standards through rigorous accreditation procedures (Cochran-Smith et al., 2017) . The Council for the Accreditation of Educator Preparation (CAEP) (2016b) standard A.4 states that providers of advanced-level programs must document the satisfaction of its completers and their employers with the relevance and effectiveness of their preparation. Additionally, the Association for Advancing Quality in Educator Preparation (AAQEP)(2020) requires programs to provide multiple measures of evidence of completer performance, including perspectives from program completers and employers. This leads to the question of how providers of advanced-level programs can collect valid and reliable data pertaining to the satisfaction of both its graduates and the schools that employ them. The purpose of this study was to develop a pragmatic method of collecting evidence that would provide a holistic interpretation of program completers and employers satisfaction with advanced-level programs.  \nLITERATURE REVIEW  \nAdvanced-level programs in the field of education must align themselves with standards related to a specific discipline. For example, a graduate program leading to special education certification may align with the Council for Exceptional Children (CEC) standards (Council for Exceptional Children [CEC], 2015) while a graduate program leading to literacy specialist  \nEducational Planning Winter 2021 59 Vol. 28, No. 2  \ncertification may align with the International Literacy Association (ILA) standards (International Literacy Association [ILA], 2017) . Given that standards are frequently updated to reflect changes in the field and societal expectations, it is necessary that programs continuously assess whether the preparation provided by the program meets the aligned standards and that these standards have practical application in the field. This demonstrates programs are not simply producing “standard”teachers, or those taught only to meet standards, but producing educators who can apply coursework in a practical manner in the field (Bourke, Ryan, & Lloyd, 2016) . It follows that accreditation bodies, which can grant a level of credibility to a program, would need to gauge i","cbCaidD4hzzV1AFR","https://ap.wps.com/l/cbCaidD4hzzV1AFR","pdf",515590,18,"English","# Abstract\n# Overview\n# Literature Review\n## Accreditation","[{\"question\":\"What problem does the study address for advanced-level programs?\",\"answer\":\"Advanced-level programs must document both completer and employer satisfaction to satisfy rigorous accreditation expectations. The study targets how providers can collect valid and reliable evidence for both groups.\"},{\"question\":\"What method did the researchers use to collect evidence?\",\"answer\":\"A convergent parallel mixed-methods approach was designed to gather qualitative and quantitative data at the same time. The pilot used analyses of completer perceptions and employer milestones and evaluations or observations.\"},{\"question\":\"How was completer and employer satisfaction evidence evaluated in the pilot?\",\"answer\":\"Completer satisfaction was assessed through analysis of self-reported perceptions related to preparation for current job responsibilities and program goals. Employer satisfaction was assessed through analysis of employment milestones and employer evaluations and/or observations.\"}]","Examining Completer and Employer Satisfaction in Advanced-Level Programs - Abstract and Overview | PDF",1792095389,45]