Initial Programs
Employment Outcomes* | 2022-23 | % | 2021-22 | % | 2020-21 | % |
Employed as P-12 Teacher | 143 | 88.3% | 160 | 85.1% | 157 | 86.3% |
Employed elsewhere within Education | 7 | 4.3% | 13 | 6.9% | 4 | 2.2% |
Employed outside Education | 7 | 4.3% | 3 | 1.6% | 8 | 4.4% |
Attending Graduate School | 2 | 1.2% | 9 | 4.8% | 11 | 6.0% |
Seeking Continuing Education | 1 | 0.6% | 0 | 0.0% | 0 | 0.0% |
Seeking Employment | 1 | 0.6% | 1 | 0.5% | 2 | 1.1% |
Not Seeking Employment | 1 | 0.6% | 2 | 1.1% | 0 | 0.0% |
Total # with Known Status | 163 | 100% | 188 | 100% | 182 | 100% |
Employed graduates with unknown employer | 1 | | | | 2 | |
No Information Available | 37 | | 41 | | 43 | |
Total # of Graduates | 200 | | 229 | | 227 | |
*From First Destination Survey of School of Education and College of Arts and Sciences Teacher Education Program Completers.
Advanced Programs
The Educational Leadership Program Follow-up Survey collects information from graduates of the Educational Leadership Program at IU Bloomington who have completed administrator licensure. The survey is sent to graduates at least two years after completion of the licensure program. Distinct tables are provided based on the type of licensure received. Data regarding their responses on employment outcomes are below.
District Administrator/Superintendent Licensure |
Have you secured an administrative position? | 2019-20 | % | 2020-21 | % | 2021-22 | % |
I have secured an administrative position. | 4 | 80.00% | 2 | 66.67% | 2 | 100.00% |
I have not secured an administrative position. | 1 | 20.00% | 1 | 33.33% | 0 | 0.00% |
Total of Respondents | 5 | 100.00% | 3 | 100.00% | 2 | 100.00% |
Building Administrator/Principal Licensure |
Have you secured an administrative position? | 2019-20 | % | 2020-21 | % | 2021-22 | % |
I have secured an administrative position. | 2 | 50.00% | 3 | 42.86% | 8 | 100.00% |
I have not secured an administrative position. | 2 | 50.00% | 4 | 57.14% | 0 | 0.00% |
Total of Respondents | 4 | 100.00% | 7 | 100.00% | 8 | 100.00% |