Judith Herb College of Arts, Social Sciences and Education

Measure 4: Ability of Completers to be Hired in Education Positions for which they have been Prepared

The University of Toledo’s Educator Preparation Program (EPP) monitors post‑graduation employment outcomes to evaluate the extent to which initial‑licensure completers are hired in positions for which they have been prepared. Employment outcomes serve as one indicator of program effectiveness and completer readiness within CAEP’s broader evidence framework for accountability and continuous improvement.

First Destination Survey

Employment outcomes are drawn from The University of Toledo’s First Destination Survey, an institution‑wide survey administered to recent graduates. The survey captures graduates’ employment status and the alignment between academic preparation and first destination following program completion.

Results presented below reflect initial‑licensure completers only, including both bachelor’s and master’s programs.

Results Summary: Initial-Licensure Programs

First Destination Survey results indicate that most responding initial‑licensure completers were employed in education‑related positions aligned with their preparation.

Academic Year	# of Respondents	% Employed in Prepared Field
2024 - 2025	31	86%
2023 - 2024	44	80%
2022 - 2023	50	95%

Across the most recent three academic years, respondents represented a broad range of licensure areas. Primary P–5 programs consistently comprised the largest share of respondents, with Multi‑Age K–12 and Adolescent/Young Adult (7–12) licensure areas represented at moderate levels. Special Education K–12 and Middle Childhood (4–9) programs were also represented, indicating that participation reflected multiple licensure pathways rather than a single program area.

Although response rates vary by year and licensure area, results consistently demonstrate positive employment outcomes for completers entering the education workforce.

Supplemental Evidence of Employment and Early‑Career Progression: Ohio Resident Educator Program

In addition to First Destination Survey results, the EPP reviews state‑level Resident Educator Program data to better understand completers’ early‑career experiences following hire. After securing teaching positions, completers participate in Ohio’s Resident Educator Program, a multi‑year induction system that supports and assesses new teachers during their initial years of practice.

Available records indicate that UToledo completers are employed across a wide range of Ohio public, charter, private, and diocesan school settings and are progressing through required residency years. Many completers successfully complete residency requirements and pass the state‑required Resident Educator Summative Assessment (RESA), demonstrating continued employment and professional advancement.

While RESA outcomes are administered and evaluated by the state and are not controlled by the EPP, these data provide contextual evidence of employment persistence and early‑career progression.

Considered alongside first‑destination employment data, RESA participation supports the conclusion that completers can secure and maintain education positions aligned with their preparation.

System Development and Future Direction for Monitoring Employment Outcomes

In recent years, UToledo’s EPP has experienced significant leadership transitions and system changes that prompted a reevaluation of how post‑graduation employment outcomes are tracked and reported. In response, the EPP is intentionally moving toward a more sustainable, institutionally supported approach to monitoring completer employment and early‑career progression.

The EPP is actively partnering with internal stakeholders—including faculty, licensure and field staff—and external institutional partners, such as the University Career Center, to establish consistent processes for collecting and maintaining graduate contact information. These efforts include embedding contact‑information collection into revised orientations and transition points prior to program completion, ensuring the EPP can more systematically follow graduates after licensure.

Beyond improving data collection, the EPP’s long‑term vision is to strengthen its role as a continued resource for candidates beyond program completion. By remaining engaged with completers as they navigate the early stages of their careers and the evolving requirements of state licensure, the EPP aims to both enhance program improvement efforts and build a reputation for sustained support during and after preparation.