Common Exit Survey Results for TCPCG

Teacher Education Program:

Common Exit Survey Results for TCPCG

May2011

The 2nd Generation of the Common Exit Survey was administered to graduating students enrolled in the University of Connecticut’s Neag School of Education School’sTeacher Certification Program for College Graduates (TCPCG) Program in April of 2010. This report presents results of this survey taken by 42 teacher education candidatesacross the Hartford (66.7%) and Waterbury (33.3%) cohorts, of whom 33 (78.6%) are female. This incorporates responses from candidates in English/Language Arts (31%), Social Studies (26.2%),Special Education (23.8%), Biology (21.4%), Mathematics (16.7%), and other fields. The following results were obtained:

92.7% are planning on being teachers for 10 or more years.

2 candidates have teaching positions for 2011-2012.

“Having a positive personal relationship with your students” was indicated as the #1 priority.

According to quantitative and qualitative responses, candidates are very satisfied with the program but desire more emphasis on classroom management, working effectively with parents, teaching students who are both in special education and English language learners, teachinggifted and talented students, assessment, and clinical placements.

What field are you in? *

Option / Count / Percent
Biology / 6 / 14.3
Chemistry / 1 / 2.38
English/Language Arts / 9 / 21.4
Mathematics / 5 / 11.9
Physics / 2 / 4.7
Social Studies/History / 8 / 19.1
Special Education / 6 / 14.3
World Language / 4 / 9.5
Total / 42 / 100.0

First, rate your satisfaction with each of the following areas of your Neag teacher preparation program. Second, rate how important you feel each area is in preparing teachers. (42 responses)

Satisfaction / Importance
Very Dissatisfied / Slightly Dissatisfied / Neutral / Somewhat Satisfied / Very Satisfied / Not at all Important / Slightly Important / Somewhat Important / Important / Very Important
The content and/or area specialty / 0 / (0.00%)
/ 4 / (9.52%)
/ 1 / (2.38%)
/ 19 / (45.24%)
/ 18 / (42.86%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 9 / (21.43%)
/ 32 / (76.19%)
Classroom management skills / 0 / (0.00%)
/ 10 / (23.81%)
/ 2 / (4.76%)
/ 16 / (38.10%)
/ 14 / (33.33%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 5 / (11.90%)
/ 36 / (85.71%)
Integrating technology into classroom instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.76%)
/ 14 / (33.33%)
/ 26 / (61.90%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.14%)
/ 22 / (52.38%)
/ 17 / (40.48%)
Working effectively with parents / 1 / (2.38%)
/ 5 / (11.90%)
/ 7 / (16.67%)
/ 19 / (45.24%)
/ 10 / (23.81%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.76%)
/ 21 / (50.00%)
/ 19 / (45.24%)
Formative classroom assessment skills / 0 / (0.00%)
/ 1 / (2.38%)
/ 3 / (7.14%)
/ 17 / (40.48%)
/ 21 / (50.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 3 / (7.14%)
/ 16 / (38.10%)
/ 22 / (52.38%)
Standardized assessment skills (e.g., CAPT, CMT, norm-referenced tests) / 1 / (2.38%)
/ 3 / (7.14%)
/ 6 / (14.29%)
/ 18 / (42.86%)
/ 14 / (33.33%)
/ 1 / (2.38%)
/ 3 / (7.14%)
/ 7 / (16.67%)
/ 15 / (35.71%)
/ 16 / (38.10%)
Teaching English language learners / 0 / (0.00%)
/ 1 / (2.38%)
/ 3 / (7.14%)
/ 14 / (33.33%)
/ 24 / (57.14%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.52%)
/ 14 / (33.33%)
/ 24 / (57.14%)
Teaching special education students / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.76%)
/ 16 / (38.10%)
/ 24 / (57.14%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.14%)
/ 13 / (30.95%)
/ 24 / (57.14%)
Teaching students who are both in special education and English language learners / 1 / (2.38%)
/ 3 / (7.14%)
/ 11 / (26.19%)
/ 16 / (38.10%)
/ 11 / (26.19%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (14.29%)
/ 16 / (38.10%)
/ 20 / (47.62%)
Teaching gifted and talented students / 1 / (2.38%)
/ 9 / (21.43%)
/ 7 / (16.67%)
/ 16 / (38.10%)
/ 9 / (21.43%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 11 / (26.19%)
/ 15 / (35.71%)
/ 16 / (38.10%)
Educating students from diverse socioeconomic backgrounds / 0 / (0.00%)
/ 1 / (2.38%)
/ 1 / (2.38%)
/ 20 / (47.62%)
/ 19 / (45.24%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.14%)
/ 19 / (45.24%)
/ 19 / (45.24%)
Understanding people from other racial and/or ethnic backgrounds / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.76%)
/ 12 / (28.57%)
/ 28 / (66.67%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 18 / (42.86%)
/ 24 / (57.14%)
Encouraging interaction with students from different backgrounds / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 19 / (45.24%)
/ 22 / (52.38%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 17 / (40.48%)
/ 24 / (57.14%)
Educating students from diverse cultural backgrounds / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 17 / (40.48%)
/ 24 / (57.14%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 18 / (42.86%)
/ 23 / (54.76%)
The difficulty level of the program / 0 / (0.00%)
/ 1 / (2.38%)
/ 2 / (4.76%)
/ 11 / (26.19%)
/ 27 / (64.29%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.14%)
/ 18 / (42.86%)
/ 20 / (47.62%)
Challenging students to meet their fullest potential / 0 / (0.00%)
/ 1 / (2.38%)
/ 3 / (7.14%)
/ 8 / (19.05%)
/ 30 / (71.43%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 8 / (19.05%)
/ 32 / (76.19%)
The degree of preparation for working in the teaching profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.38%)
/ 10 / (23.81%)
/ 31 / (73.81%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 5 / (11.90%)
/ 35 / (83.33%)

First, how satisfied are youwith how well yourNeag teacher preparation program prepared you to do the following? Second, rate how important you feel each of the following is in preparing teachers. (42 Responses)

Please rank the following in terms of importance as an educator (1=most important; 3=least important)
(42 Responses)

1 / 2 / 3
Having a positive personal relationship with your students / 19 / (45.24%)
/ 11 / (26.19%)
/ 12 / (28.57%)
Helping your students learn the required content / 7 / (16.67%)
/ 12 / (28.57%)
/ 23 / (54.76%)
Motivating your students to be engaged in school / 16 / (38.10%)
/ 19 / (45.24%)
/ 7 / (16.67%)
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. (41 Responses)
Not at all Similar / Moderately Dissimilar / Slightly Dissimilar / Slightly Similar / Moderately Similar / Very Similar / No Opinion
Curriculum to cover / 0 / (0.00%)
/ 3 / (7.32%)
/ 1 / (2.44%)
/ 4 / (9.76%)
/ 12 / (29.27%)
/ 14 / (34.15%)
/ 6 / (14.63%)
Classroom management issues / 1 / (2.44%)
/ 7 / (17.07%)
/ 3 / (7.32%)
/ 5 / (12.20%)
/ 9 / (21.95%)
/ 14 / (34.15%)
/ 2 / (4.88%)
Planning lessons / 2 / (4.88%)
/ 5 / (12.20%)
/ 2 / (4.88%)
/ 5 / (12.20%)
/ 11 / (26.83%)
/ 16 / (39.02%)
/ 0 / (0.00%)
Individualizing instruction for students / 1 / (2.44%)
/ 2 / (4.88%)
/ 3 / (7.32%)
/ 8 / (19.51%)
/ 8 / (19.51%)
/ 19 / (46.34%)
/ 0 / (0.00%)
Motivating students / 1 / (2.44%)
/ 3 / (7.32%)
/ 2 / (4.88%)
/ 6 / (14.63%)
/ 10 / (24.39%)
/ 19 / (46.34%)
/ 0 / (0.00%)
How confident are you in your ability regarding the following uses of educational technology? (41 Responses)
Not at all Confident / Moderately Unconfident / Slightly Unconfident / Slightly Confident / Moderately Confident / Very Confident / No Opinion
Providing instructions on how to use educational technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 7 / (17.07%)
/ 15 / (36.59%)
/ 17 / (41.46%)
/ 0 / (0.00%)
Using computers effectively in your classroom / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 16 / (39.02%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Using different types of educational technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 7 / (17.07%)
/ 14 / (34.15%)
/ 19 / (46.34%)
/ 0 / (0.00%)
Integrating educational technology into your lessons / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 8 / (19.51%)
/ 11 / (26.83%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Having students better learn to use technology / 0 / (0.00%)
/ 1 / (2.44%)
/ 1 / (2.44%)
/ 8 / (19.51%)
/ 13 / (31.71%)
/ 18 / (43.90%)
/ 0 / (0.00%)
How confident are you in your ability to do the following? (41 Responses)
Not At All Confident / Moderately Unconfident / Slightly Unconfident / Slightly Confident / Moderately Confident / Very Confident / No Opinion
Provide stimulating lessons for students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 17 / (41.46%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Motivate students to participate in academic tasks / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 5 / (12.20%)
/ 17 / (41.46%)
/ 19 / (46.34%)
/ 0 / (0.00%)
Change the way to present material to accommodate the learning needs of all students / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 6 / (14.63%)
/ 11 / (26.83%)
/ 23 / (56.10%)
/ 0 / (0.00%)
Create learning experiences that are meaningful to students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 16 / (39.02%)
/ 22 / (53.66%)
/ 0 / (0.00%)
Know what procedures to follow if you believe a student has a disability / 0 / (0.00%)
/ 1 / (2.44%)
/ 1 / (2.44%)
/ 5 / (12.20%)
/ 14 / (34.15%)
/ 20 / (48.78%)
/ 0 / (0.00%)
Implement a variety of teaching strategies to reach students who are not native English speakers / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 4 / (9.76%)
/ 21 / (51.22%)
/ 15 / (36.59%)
/ 0 / (0.00%)
Teach even the most challenging students / 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 11 / (26.83%)
/ 15 / (36.59%)
/ 11 / (26.83%)
/ 0 / (0.00%)
Effectively address classroom management issues / 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 7 / (17.07%)
/ 16 / (39.02%)
/ 14 / (34.15%)
/ 0 / (0.00%)
Get along well with students who struggle with behavioral issues in school / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 7 / (17.07%)
/ 15 / (36.59%)
/ 16 / (39.02%)
/ 0 / (0.00%)
Facilitate learning for all of your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 5 / (12.20%)
/ 15 / (36.59%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Adapt curriculum to accommodate individual differences / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 3 / (7.32%)
/ 17 / (41.46%)
/ 19 / (46.34%)
/ 0 / (0.00%)
Develop a strong rapport with your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 7 / (17.07%)
/ 30 / (73.17%)
/ 0 / (0.00%)
Teach students with different cultural backgrounds from your own / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 2 / (4.88%)
/ 15 / (36.59%)
/ 23 / (56.10%)
/ 0 / (0.00%)
Integrate educational technology into your lessons / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 16 / (39.02%)
/ 22 / (53.66%)
/ 0 / (0.00%)
Effectively teach special education students / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 8 / (19.51%)
/ 15 / (36.59%)
/ 15 / (36.59%)
/ 0 / (0.00%)
Respect cultural backgrounds different from your own / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 6 / (14.63%)
/ 33 / (80.49%)
/ 0 / (0.00%)
Use effective classroom assessment strategies / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 16 / (39.02%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Use formalized assessment (i.e., CMT, CAPT, norm-referenced) results / 0 / (0.00%)
/ 1 / (2.44%)
/ 1 / (2.44%)
/ 6 / (14.63%)
/ 19 / (46.34%)
/ 13 / (31.71%)
/ 1 / (2.44%)
Develop a strong rapport with parents of your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 4 / (9.76%)
/ 14 / (34.15%)
/ 22 / (53.66%)
/ 0 / (0.00%)
Use computers effectively in the classroom / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 13 / (31.71%)
/ 24 / (58.54%)
/ 0 / (0.00%)
Help your students better learn to use technology / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 4 / (9.76%)
/ 16 / (39.02%)
/ 20 / (48.78%)
/ 0 / (0.00%)
Know all the content that you will be required to teach to your students / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (14.63%)
/ 14 / (34.15%)
/ 21 / (51.22%)
/ 0 / (0.00%)
How confident are you in your ability to do the following? (41 Responses)
Not at all Confident / Moderately Unconfident / Slightly Unconfident / Slightly Confident / Moderately Confident / Very Confident / No Opinion
Physically prepare space and materials needed to deliver instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 8 / (19.51%)
/ 29 / (70.73%)
/ 0 / (0.00%)
Design lesson plans to provide all learners access to the general curriculum / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 15 / (36.59%)
/ 23 / (56.10%)
/ 0 / (0.00%)
Modify lesson plans to address needs of students with disabilities / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 5 / (12.20%)
/ 14 / (34.15%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Maintain a structured learning environment / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 19 / (46.34%)
/ 19 / (46.34%)
/ 0 / (0.00%)
Use a small number of positively stated expectations / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 10 / (24.39%)
/ 28 / (68.29%)
/ 0 / (0.00%)
Reinforce appropriate behavior / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 15 / (36.59%)
/ 23 / (56.10%)
/ 0 / (0.00%)
Respond to inappropriate behavior / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 6 / (14.63%)
/ 18 / (43.90%)
/ 15 / (36.59%)
/ 0 / (0.00%)
Implement individualized behavior strategies for students with disabilities / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 6 / (14.63%)
/ 17 / (41.46%)
/ 16 / (39.02%)
/ 0 / (0.00%)
Introduce lesson content / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 11 / (26.83%)
/ 29 / (70.73%)
/ 0 / (0.00%)
Maximize student engagement / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 17 / (41.46%)
/ 22 / (53.66%)
/ 0 / (0.00%)
Provide performance-based feedback / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 15 / (36.59%)
/ 22 / (53.66%)
/ 0 / (0.00%)
Review lesson content at the end of instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 3 / (7.32%)
/ 13 / (31.71%)
/ 24 / (58.54%)
/ 0 / (0.00%)
Teach lesson content relevant to student population / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (9.76%)
/ 13 / (31.71%)
/ 24 / (58.54%)
/ 0 / (0.00%)
Assess student ability and/or knowledge prior to instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 6 / (14.63%)
/ 14 / (34.15%)
/ 21 / (51.22%)
/ 0 / (0.00%)
Assess student outcomes related to IEP during instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 8 / (19.51%)
/ 13 / (31.71%)
/ 16 / (39.02%)
/ 0 / (0.00%)
Assess student response to instruction / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 22 / (53.66%)
/ 16 / (39.02%)
/ 0 / (0.00%)
Uphold high standards of competence in the practice of the profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 7 / (17.07%)
/ 32 / (78.05%)
/ 0 / (0.00%)
Uphold high standards of integrity in the practice of the profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (2.44%)
/ 6 / (14.63%)
/ 34 / (82.93%)
/ 0 / (0.00%)
Use evidence to guide exercise/exercising sound judgment in the practice of the profession / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 10 / (24.39%)
/ 27 / (65.85%)
/ 1 / (2.44%)
Engage in professional activities related to continuous learning and advocacy / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (4.88%)
/ 5 / (12.20%)
/ 34 / (82.93%)
/ 0 / (0.00%)
Collaborate respectfully with all stakeholders / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (7.32%)
/ 5 / (12.20%)
/ 33 / (80.49%)
/ 0 / (0.00%)

What aspect of your preparation at UConn doyou think will be most valuable to your career as a teacher? (40 Responses)

Ability to differentiate instruction and lesson plans
Experiences from the inquiry project, PBS class, Policy, Law & Ethics
I think my seminar during the spring semester addressed some extremely helpful topics that will make me better prepared for teaching
I think student teaching is the most important aspect of this preparation process.
It is difficult to establish one specific aspect that will be most valuable to my career as a teacher and I feel that the program has more than adequately prepared me for my future career. Perhaps the most valuable characteristic TCPCG has established in me as a future teacher is a sound process of self reflection and evaluation, such that my teaching will never be stagnant and I will always strive to improve my instruction.
Consideration of Multi-cultureless/diversity in the classroom.
I think the most valuable preparation was the two classes I took on English methods. I also think the special education course really prepared me to teach special ed students. Both of the English courses gave me a lot of practical ideas of activities and assessments I could use in my own classroom. I feel like some of the other classes, while interesting and engaging, were highly theoretical and not always practical.
The rigor of the program, although sometimes overwhelming, I imagine will help me during my first year of teaching. I have learned how to get work done and have confidence that everything can be completed.
The fast pace and high rigor of the instruction really challenged me in a good way.
The courses that are different and more developed from what other universities offered.
Student teaching and the research inquiry project.
The thing I will gain the most from is the ability to use a variety of lesson structures to engage students with rigorous curriculum.
Working with students from different cultural backgrounds, SIOP, UbD and developing different lesson plans. Better developed lessons that are student centered and intergrading technology into the classroom. A better understanding of how students learn, unit and essential questions and how to use learning activities like mock trials and debates.
cohort-based format allowed for bonding and excellent peer support; student-teaching experience was positive, made my life so much better; overall balance of program; ability of most professors to understand the setting and place emphasis on learning rather than grading.
Learning how to reflect on lessons and in class activities continuously.
Methods and Social Studies Methods class (lesson planning) School climate (Philosophy of Education class)
spring seminar
classroom management, cultural diversity, teaching ELLs, curriculum writing
I think the lesson planning, student teaching, and working with technology will turn out to be the most valuable to my career as a teacher.
I felt the courses and clinical placements were all extremely valuable to my career as a teacher.
I feel very prepared to differentiate instruction to meet my students’ needs.
pedagogy practices - 5E, SIOP, Differentiation
I think that my studies in my English Methods and Adolescent Literature classes will be most valuable to my career as an English/Language Arts teacher. Both of these classes opened my eyes to a variety of relevant content and useful ideas that I can now implement in my own classroom one day. I think that as an English/Language Arts teacher, one of the most important goals is to help your students become excited about reading and writing, and these classes prepared me to do so.
Confidence, so many different, smaller elements were repeatedly stressed so that I feel confident that I can respond to a variety of situations and tasks.
Teach Like a Champion text, instruction on creative objectives, and student teaching experience
The ability to multi-task and accomplish many tasks in a short period of time; the ability to reflect on our practice and theory
Differentiated instruction, model of good teaching strategies from instructors, Learning how to make the curriculum accessible and relevant to all students.
Lesson planning grounded in theory and strategy
the feedback regarding lesson planning and instruction
Unit and lesson planning
The preparation we received in technology integration in the classroom.
Student teaching placement
Lesson planning, knowing how to effectively create, differentiate and deliver a good lesson plan makes my time ion the classroom that much easier.
The preparation we received in technology integration in the classroom.
My content specific methods course. It helped me find creative outlets specific to my subject area and it also taught me how to focus and narrow down topics.
The general methods class.
I think that the variety of classes will be valuable and the way that technology was used.
The knowledge of the professors at the University of Connecticut for this program. These teachers created curriculums for us that strengthened our abilities as teachers and allowed us to become effective in practice and thought.
Classroom management skills and lesson planning.
I believe my student teaching experience was most valuable in terms of preparation.
Using understanding by design to plan lessons (big picture first), Self-reflecting skills, tying in other disciplines into science to emphasize the relationship and importance of science.
What aspect of your preparation as a teacher is you most concerned that you did not get from UConn?
(36 Responses)
classroom management strategies prior to student teaching.
More urban/diverse teaching experiences, student teaching experience with a master teacher, no co-teaching exposure
I still feel unsure about differentiated instruction
I am most concerned about preparing my students for standardized tests, such as the CAPT. I was asked at an interview what kind of experience I had doing this, and had to reply that I had none, though was adept at basing my lessons off State standards.
A wider range more repeated of exposure to assessment/testing.
I feel like I did not receive enough training on classroom management. The PBS discussion did give some good ideas but again, I want more practical knowledge on classroom management, like what to do if a student is disruptive. During my student teaching, I was told I needed to work on my classroom management skills and addressing behaviors. I have improved immensely on classroom management but that's because of my own research and practice while substitute teaching - no one told me what to do at any point. I realize that I need to improve my classroom management on my own, but a course on classroom management strategies would have been very helpful.
So little time was spent on classroom management and I did not have many situations in my student teaching that I worry about what I would do if something serious did arise.
Not sure.
More student teaching/internship experiences
I did not get a lot of concrete advice on classroom management. A lot of it was vague and generalized. I was looking for more specifics and examples.
Classroom management.
I felt the program prepared me to be a first-year teacher, which is what is should have done.
Handling the misbehavior of children in the classroom. What do you do with a child who acts out or is causing problems within the classroom? Kicking them out prevents them from learning. We are there to teach them not send them away.
Classroom management (although I think this is something very difficult to teach in a college setting)
communicating with parents, classroom management, use of educational technology
I would have like more exposure to technology that I will use in the classroom (smart boards) and exposure to a variety of assessments.
classroom management, student behavior and clerical such as grades
One aspect of my preparation as a teacher that I am most concerned about is working with special education students. I student taught in a classroom that did not have any special education students, so I do not have the experience of working with them in the classroom. I want to make sure that I can give these students the best opportunities and I wish I could have worked in an environment with special education students during my time at UConn.
I would have liked another content-specific methods class. I found that extremely useful.
I am not sure I had enough exposure to actual interventions with special education students.
More classroom management strategies and possible simulations.
The teaching placement was not positive, although I did learn from the experience and realized that I prefer middle school
I am still somewhat concerned about classroom management
Preparation for relationships with parents. We did receive some preparation but I think a little more would be helpful.
I still worry about my ability to motivate high school students who do not want to be in school and do not seem to care about how they do, do not do homework etc.
I would have benefited from a more classroom management techniques. I did receive this in many different classes, but still feel as though this is something I need to focus more on before I begin my job.+
more information needed on special education
I am most concerned that I am not as prepared to deal with the pressure of daily student absences and burnout.
Special Education because it is only brought up during one class and then not really ever mentioned again. The things that I learned best were repeated over and over all year. Also, I didn't get much Special Ed experience during student teaching because of my placement.
I would have liked another content-specific methods class. I found that extremely useful.
None
Nothing, any issues are related to getting more practice.
More student teaching/internship experiences
Lack of specific content area ideas for teaching chemistry, a lot of The first semester courses drew upon mainly examples for English or social science content area and was hard to bridge connections in the physical sciences. Also, some more insight on classroom management skills.
challenging students and properly adjusting to their needs in practice (rather than theory)
In my content methods I was expecting to learn more about ways to teach my content.
Literacy education.
I feel that we could have had more preparation in terms of assessing based on individual levels. Also, I would have liked to have had more concrete examples on how to differentiate and/or teach ELL and students with special needs; rather, than focus solely on the theoretical components.

If UConn were to make improvements to the teacher preparation program, what would be the most important thing for them to improve? Why?
(35 Responses)

I was in group 2 (with special Ed) and when we split, I had classes with only 6 students. It was nice in one sense, but I feel like I wasn't able to effectively make as much of a meaningful connection with other cohorts. More opportunities for inter-cohort collaboration would have been appreciated.