Teacher Education Program: Common Exit Results for TCPCG in Waterbury

August2009

The Common Exit Survey was administered to graduating students enrolled in the University of Connecticut’s Neag School of Education School’s Teacher Certification Program for College Graduates (TCPCG) program to those students enrolled in Waterbury. This report presents the 2009 survey results.

4. Please indicate your level of satisfaction with your teacher preparation program by responding to the items. (10 Responses)
Very Dissatisfied / Moderately Dissatisfied / Slightly Dissatisfied / Neither Dissatisfied nor Satisfied / Slightly Satisfied / Moderately Satisfied / Very Satisfied
a) The learning environment / 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
b) With amount of learning / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
c) Caliber of the faculty / 1 / (10.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
d) Clinical placements / 0 / (0.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 4 / (40.00%)
e) Relationships with your instructors / 1 / (10.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 7 / (70.00%)
f) Levels of supervisory support / 1 / (10.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 7 / (70.00%)
5. Sometimes students get similar messages from their university faculty and their clinical placement regarding the best ways to teach students. Other times these messages are different. Please indicate the response that best describes how similar the messages were that you received in your teacher preparation program and clinical placement by responding to the following items: (10 Responses)
Very Different / Moderately Different / Slightly Different / Slightly Similar / Moderately Similar / Very Similar
a. Curriculum to cover / 1 / (10.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
b. Classroom management issues / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
c.Planning lessons / 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
e.Individualizing instruction for students / 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
f.Motivating students / 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
C. Aspects of Teaching. Please respond to the following items to indicate your confidence in different aspects of your teaching as you are completing your teacher preparation program.(10 Responses)
Not At All Confident / Slightly Confident / Confident / Moderately Confident / Very Confident
a) Provide stimulating lessons for students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
b) Motivate students to participate in academic tasks / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
c) Change the way to present material to accommodate the learning needs of all students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
d) Create learning experiences that are meaningful to students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
e) Know what procedures to follow if you believe a student has a disability / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
f) Implement a variety of teaching strategies to reach students who are not native English speakers / 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 2 / (20.00%)
g) Teach even the most challenging students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
h) Effectively address classroom management issues / 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
i) Get along well with students who struggle with behavioral issues in school / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
j) Facilitate learning for all of your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
k) Adapt curriculum to accommodate individual differences / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 1 / (10.00%)
l) Develop a strong rapport with your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
m) Teach students with different cultural backgrounds from your own / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
n) Integrate educational technology into your lessons / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
o) Effectively teach special education students / 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (40.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
p) Respect cultural backgrounds different from your own / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
q) Use effective classroom assessment strategies / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
r) Use formalized assessment (i.e., CMT, CAPT, norm-referenced) results / 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 1 / (10.00%)
s) Develop a strong rapport with parents of your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
t) Use computers effectively in the classroom / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
u) Help your students better learn to use technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 5 / (50.00%)
v) Know all the content that you will be required to teach to your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
w) Prepare physically space and materials to deliver instructions / 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (40.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
x) Design lesson plans to provide all learners access to the general curriculum / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
y) Modify lesson plans to address needs of students with disability / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 1 / (10.00%)
z) Maintain a structured learning environment / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
aa) Use a small number of positively stated expectations / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 5 / (50.00%)
bb) Reinforce appropriate behavior / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
cc) Respond to inappropriate behavior / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 2 / (20.00%)
dd) Implement individualized behavior strategies for students with disabilities / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 1 / (10.00%)
ee) Introduce lesson content / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
ff) Maximize student engagement / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
gg) Provide performance-based feedback / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
hh) Review lesson content at the end of instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
ii) Teach lesson content relevant to student population / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
jj) Assess student ability and/or knowledge prior to instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
kk) Assess student outcomes related to IEP during instruction / 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 2 / (20.00%)
ll) Assess student response to instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
/ 2 / (20.00%)
mm) Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
nn) Engage in professional activities related to continuous learning and advocacy / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 5 / (50.00%)
oo) Collaborate respectfully with all stakeholders / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
7. Please rank the following items from 1 to 6 (1=your strongest skills or qualities as an educator and 6=your least strong skills or qualities as an educator) (10 Responses)
Please rank the following: Each rating can only be selected once!
1 / 2 / 3 / 4 / 5 / 6 / Average Rating
Ability to establish rapport with students / 7 / (70.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 1.60
Assessment / 0 / (0.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 4.10
Classroom management skills / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 6 / (60.00%)
/ 4.90
Command of content knowledge / 2 / (20.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2.70
Lesson planning skills / 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
/ 3.70
Lesson implementation skills / 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 4.00
10. In what state will you be teaching? (8 Responses)
Option / Count / Percent
CT / 8 / 100.0
Total: / 8 / 100.0

15. For how many years do you think you will teach during your career?(10 Responses)
Option / Count / Percent
5 / 1 / 10.0
10 / 3 / 30.0
15 / 1 / 10.0
20 / 2 / 20.0
25 / 2 / 20.0
40+ / 1 / 10.0
Total: / 10 / 100.0
17. If UConn were to make improvements to the teacher preparation program what would be the most important thing for them to improve? Why? (8 Responses)
I think that the Waterbury Branch TCPCG was rushed this year. Because of this, it seemed that there was a lack of overall organization in the program and lacking communication of expectations to the students. I also feel that in the future, it would be beneficial to the students to have a more diverse group of professors.
Keep Teacher A he is amazing and probably one of the best assets to the program. Lose Teacher B he is provides poor support to students and has no current knowledge of teaching. He is horrible with technology and has no useful point of view when it comes to teaching. he has been out of practice for far to long to be useful to any teaching candidate.
I think that students in TCPCG should have an opportunity to work with a variety of professors, instead of having most of their classes with primarily the same one. This will allow students to see a variety of perspectives and be exposed to many different ways of thinking about and approaching teaching. I also think that, if possible, students should have some experience with their inquiry project during student teaching. This way they would not be starting the inquiry project cold in the spring semester. At the very least, they will have experience with their issue and have developed some ideas or thoughts on themanner. I think this would greatly enhance the inquiry project experience.
More CAPT preparation. We didn't have enough and all of us will be impacted by the test throughout our teaching careers.
I would recommend more preparation and knowledge involving the CMT's and CAPT tests. My cohort did not feel prepared enough when we began student teaching to implement the proper strategies needed to prepare students for testing. Also, while we were creating our unit plans for student teaching it would have been much more effective to know about the tests in order to incorporate the strands in our planning. Secondly, I would HIGHLY recommend that the supervisor meet with the co-operating teachers way ahead of time to ensure the teachers are properly assessed for the position and they understand their responsibility as a BEST mentor. Because of UCONN's respectable reputation and demand for quality, it should be essential they demand the same expectations from the co-operating teachers. I know this is slightly a daunting task, however; I think meeting with the teachers ahead of time would avoid many issues that surface later in the student teaching process.
I think individuals need to take more teaching of content areas courses.
I believe that there needs to be better communication between Uconn and the schools where we are placed as student teachers and as interns. The lack of communication led to various levels of confusion in relation to what needed to be done and what was expected to the cooperating teachers and intern supervisors. For example, in our internship we should be called researchers rather than interns because the tern intern makes most of our supervisors.
need a better understanding of CAPT
E. Technology. We are interested in knowing more about how you feel towards the use of technology in teaching. Please respond to the following items to indicate your confidence regarding the use of educational technology. (10 Responses)
Not At All Confident / Slightly Confident / Confident / Moderately Confident / Very Confident
a.Provided instruction to you on how to use educational technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 7 / (70.00%)
b.Using computers effectively in your classroom / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 7 / (70.00%)
c.Using different types of educational technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 8 / (80.00%)
d.Integrating educational technology into your lessons / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
e.Having students better learn to using technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
F. Teacher Dispositions In this section, we would like to learn the degree to which you think you possess the following characteristics. Please answer each question by selecting the most appropriate response. The online survey will require response to each question (10 Responses)
Strongly Disagree / Disagree / Agree / Strongly Agree / Don't Know
a. content / 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (40.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
b. theory / 0 / (0.00%)
/ 0 / (0.00%)
/ 5 / (50.00%)
/ 5 / (50.00%)
/ 0 / (0.00%)
c. pedagogy / 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (60.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
d. the use of technology to enhance learning / 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
e. curiosity/intellectual enthusiasm / 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
f. a desire to make the learning process enjoyable / 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 0 / (0.00%)
g. a belief that all students can learn / 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
h. the value of diversity in our culture / 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
i. working with diverse student population / 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 0 / (0.00%)
j. asking reflective questions about important problems / 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 0 / (0.00%)
k. producing new instructional methods / 0 / (0.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
l. using multiple methods to enhance learning opportunities / 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
/ 0 / (0.00%)
m. constructing knowledge around the abilities, interests and learning styles of all students / 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (60.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
n. using varied methods to assess student learning / 0 / (0.00%)
/ 0 / (0.00%)
/ 5 / (50.00%)
/ 5 / (50.00%)
/ 0 / (0.00%)
o. using differentiated instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 7 / (70.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
p. using appropriate classroom management / 0 / (0.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
q. collaborative learning communities / 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (60.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
r. teaching students with disabilities / 0 / (0.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
20.Do you feel the following are necessary? (9 Responses)
yes / no
a.Compassion, caring and a desire to develop learners with that make a positive difference in the world. / 9 / (100.00%)
/ 0 / (0.00%)
b.The use of ethical standards to make evidence-based decisions in the best interests of students / 9 / (100.00%)
/ 0 / (0.00%)
22. When did you decide that you wanted to become a teacher? (10 Responses)
4 years ago
junior year college
last fall
junior college
2002
two years ago
junior year hs
While in the Navy
College
4 years ago
23. Why did you decide to become a teacher? (10 Responses)
I am very passionate about the sciences, biology in particular, and I feel that science education has been lost to some degree in today's schools. I always felt that it is important that people's awareness and understanding of the world around them helps them to make informed life decisions. I feel that my knowledge in the sciences and my ability to connect with younger students grants me the opportunity to pass on a love and understanding of the world and skills for making informed decisions.
I taught in college and found that I truly enjoyed it.
I worked with a group of students from inner city Boston while I was teaching environmental education. They challenged me in ways no group had but we grew together as a group throughout the week and I got to watch them struggle, succeed and lose themselves in the excitement of scientific explorations in actual ecosystems. It made me realize I want to give urban students opportunities and experiences they might not get in their daily lives. I think it is unfair that where you are born can determine what kind of opportunities you get access to and I want to change that.
passion for my subject
I wanted to make the world a better place and help students succeed who had really never been given the chance. Plus I love history and want to share that love with others.
I was working in marketing in Manhattan and realized I needed and expected much more from my job. I wanted a profession that was rewarding and warranted the opportunity to better someone's life. I have a strong desire to promote the importance of life long learning, compassion and cultural diversity. Unfortunately, I was not able to do this at my desk making sales calls. My mother has been an educator for the past 30 years. Now that she is nearing her retirement I know I made the right decision. I see how she looks back on her work experience and is so thankful, satisfied and fulfilled that she made an impact on so many and had the opportunity to better society as a whole by promoting life long learning. To me, that feeling is worth more than money or prestige, so I switched professions and aspire to always continue my own life long learning experience and growth as an educator.
to better my students.
To help people realize their full potential.
In order to pass on my passion for biology and agricultural issues and content to others.
I want to make a difference in the lives of students and I love my content area.
24a. Please indicate the highest level of education attained by your mother. (10 Responses)
Option / Count / Percent
Completed high school / 2 / 20.0
Completed college / 2 / 20.0
Completed graduate school / 6 / 60.0
Total: / 10 / 100.0
24b. Please indicate the highest level of education attained by your father. (10 Responses)
Option / Count / Percent
Some high school / 1 / 10.0
Completed high school / 1 / 10.0
Some college / 5 / 50.0
Completed college / 2 / 20.0
Completed graduate school / 1 / 10.0
Total: / 10 / 100.0
27. Please add anything pertinent that you feel was not covered in this survey. (3 Responses)
I want to reiterate that I feel it will be much more beneficial to students who go through this program in the future if there is a more diverse staff of professors. I feel that the more people I am able to speak with about education, the more different points of view change my understanding. Also, I hope in the future the coordination between UConn and West Side Middle School will improve for the benefit of the inquiry projects.
Get rid of Teacher B, he is not effective and sets a poor example. He considers best practice to be using a light box and can not use a computer. He is not prepared to embrace technology and feels teachers should utilize the old methods of teaching that he used back in the 1970's. He bases his grading upon his outdated opinions and does not consider how education can be improved through technology.
I feel it is essential to address the quality of teachers selected in the Waterbury cohort. Teacher A and Teacher C have made a monumental impact on my success as an educator. Their knowledge, passion, dedication and compassion are exemplary. In my opinion, they are key contributors to the success of this program and I have so much respect for them as people, educators and now friends. In addition, Teacher D is equally remarkable. His dedication to the program and undeniable passion for education clearly lets TCPCG stand out from the rest. I am flattered to have been accepted into such a wonderful and fulfilling program and I wish you all much success in the future.
Answer two questions. In Column A, please describe the type of school and students whom you would most like to teach for the majority of your career. In Column B, describe the type of school and students whom you think you will actually end up teaching for the majority of your career. (Please check only one.) (0 Responses)
Column A / Column B
Rural / Suburban / Urban / Rural / Suburban / Urban
a. School location / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
b. School socio-economic status (SES) / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
c. Students' race / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
d. Students' achievement level / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
As an English teacher, I: (2 Responses)
Not At All Confident / Slightly Confident / Somewhat Confident / Quite Confident / Extremely Confident
a. Follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
/ 0 / (0.00%)
b. Adopt and strengthen professional attitudes needed by English language arts teachers, through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (100.00%)
/ 0 / (0.00%)
c. Demonstrate knowledge of, and skills in the use of, the English language / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
d. Demonstrate knowledge of the practices of oral, visual, and written literacy / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
e. Demonstrate my knowledge of reading processes / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
f. Demonstrate knowledge of different composing processes / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
f. Demonstrate knowledge of different composing processes / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
g. Demonstrate knowledge of, and uses for, an extensive range of literature / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
h. Demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (100.00%)
/ 0 / (0.00%)
i. Demonstrate knowledge of research theory and findings in English language arts. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (100.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
j. Acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
/ 0 / (0.00%)
h. Assist students who are English language learners. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
i. Assist students with special needs / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (50.00%)
/ 1 / (50.00%)
/ 0 / (0.00%)

As a science teacher, I: (3 Responses)
Not At All Confident / Slightly Confident / Somewhat Confident / Quite Confident / Extremely Confident
a. understand and can articulate the knowledge and practices of contemporary science / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
b. can interrelate and interpret important concepts, ideas, and applications in my fields of licensure / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
c. can conduct scientific investigations / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
d. engage students effectively in studies of the history, philosophy, and practice of science / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
e. enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
f. engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
g. encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
h. recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
i. require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
j. create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
k. use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
l. plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 1 / (33.33%)
m. begin with the end in mind and effectively incorporate contemporary practices and resources into my planning and teaching / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
n. relate my discipline to my local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in my teaching / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
o. actively engage students in science-related studies or activities related to locally important issues / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
p. construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
/ 0 / (0.00%)
q. assess students fairly and equitably, and require that students engage in ongoing self-assessment / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 1 / (33.33%)
/ 1 / (33.33%)
r. organize safe & effective learning environments that promote the success of students & the welfare of all living things / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (100.00%)
s. require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (33.33%)
/ 2 / (66.67%)
t. strive continuously to grow and change, personally and professionally, to meet the diverse needs of my students, school, community, and profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (100.00%)
u. have a desire and disposition for growth and betterment / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (100.00%)
v. assist students who are English language learners. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (100.00%)
/ 0 / (0.00%)
w. assist students with special needs / 0 / (0.00%)
/ 1 / (33.33%)
/ 0 / (0.00%)
/ 2 / (66.67%)
/ 0 / (0.00%)
As an agricultural education teacher, I: (4 Responses)
Not At All Confident / Slightly Confident / Somewhat Confident / Quite Confident / Extremely Confident
a. complete general courses in the liberal arts and sciences that develop theoretical and practical understandings / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (25.00%)
/ 0 / (0.00%)
/ 3 / (75.00%)
b. acquire and develop the pedagogical and professional understandings and skills needed to work with all students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (25.00%)
/ 3 / (75.00%)
c. attain competence in basic principles, concepts, and experiential practices in agricultural science and natural resources related to business, management, and economic system / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (50.00%)
/ 2 / (50.00%)
d. attain competence in basic principles, concepts, and experiential practices in agricultural science and natural resources related to agricultural and mechanical systems / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (25.00%)
/ 3 / (75.00%)
e. attain competence in basic principles, concepts, and experiential practices in agricultural science and natural resources related to plant, animal, and food systems / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (25.00%)
/ 0 / (0.00%)
/ 3 / (75.00%)
f. attain competence in basic principles, concepts, and experiential practices in agricultural science and natural resources related to natural resources and environmental systems. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (25.00%)
/ 1 / (25.00%)
/ 2 / (50.00%)
As a history/social studies teacher, I possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of: (1 Responses)
Not At All Confident / Slightly Confident / Somewhat Confident / Quite Confident / Extremely Confident
a. Culture and Culture Diversity / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
b. Time, Continuity, and Change / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
c. People, Places, and Environments / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
d. Individual Development and Identity / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
e. interactions among Individuals, Groups, and Institutions / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
f. Power, Authority, and Governance / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
g. how people organize for the Production, Distribution, and Consumption of Goods and Services / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
h. Science, Technology, and Society / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
i. Global Connections and Interdependence / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
j. Civic Ideals and Practices / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
k. history / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
l. geography / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
m. civics and government / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
n. economics / 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
o. psychology / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
p. complete a course or courses that focus on the pedagogical content knowledge that deals specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
q. have faculty in the social studies and social studies education components of the program who are recognized as a) exemplary teachers, b) scholars in the fields of social studies and social studies education, and c) informed about middle and secondary school classrooms and teaching / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
r. assist students who are English language learners / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)
s. assist students with special needs / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (100.00%)
/ 0 / (0.00%)

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