2015 Self Study Report
Exhibit 1.4.g.1 Teacher Candidate Survey Summary
R2T candidatesare surveyed about their perceptions regarding their ability to develop relationships with parents and students, collaborate, and understand the diversity of the classroom. Candidates are asked about their perceived ability to plan for, teach and assess students’ various needs and to manage a classroom and the resources or time available. Finally, candidates are asked about their perceived ability to reflect and make changes as needs are indicated by data or student reactions.
Overall, R2T candidates in the 2012-13 and 2014-15 academic year expressed at least 90% agreement (adequately or very well prepared) with statements regarding their preparation as entry level classroom teachers. Data from 2013-2014 was not available at this writing.
Areas that appear most troubling for R2T candidates and where their reported efficacy was less than 90% in these two years were (a) managing classroom behavior, (b) lesson pacing and timing, and (c) developing parent-teacher relationships. Candidates during the 2012-13 academic year expressed less comfort with (d) understanding cultural and individual diversity; candidates in all but the Spring 2015 expressed less agreement with (e) aligning instruction with Common Core State Standards. See the chart below.
Interestingly the candidates and their mentors agreed that managing classroom behavior was concerning for them. Certainly, candidates are in classrooms where they did not design the rules or procedures although candidates were present at the beginning of the year. We encourage mentors to treat candidates as a “real teacher”; however, children may view candidates as “not a real teacher” and disrespect the candidate. Candidates may not recognize or take action against student misbehavior as quickly as their mentor, are timid, or are reluctant to take action unfairly. Greater emphasis will be placed on this area during coursework.
Pacing and timing is an art and a learned skill requiring simultaneous assessment, reflection and action while teaching. More emphasis will be placed on this skill. Candidates may have fewer opportunities to develop parent-teacher relationships because of confidentiality issues parents may perceive.
More candidates perceived a positive ability to understand and respect cultural and individual diversity in 2014-15. Perhaps this is due to the emphasis placed on these topics in early coursework. More candidates perceived a positive ability to know and align instruction with state standards in 2015 than earlier. However, in Fall 2014, middle school candidates were much less sure of their content knowledge or their ability to align instruction with state standards.
Sample Criterion Statements / 2012-13n=45
First Placement / 2013-14
n=45Second Placement / Fall 2014
n=16
Middle School only / Spring 15
n= 118
All candidates
Manage classroom behavior through established techniques and procedures. / 77.8 % / 86.6 % / 78.6 % / 83.0 %
Consider the pacing and timing mandates of the school/district. / 75.6 % / 82.2 % / 78.6 % / 83.9 %
Development of parent-student-teacher relationships. / 75.6 % / 86.7 % / 85.7 % / 83.0 %
Understand and respect the cultural and individual diversity of students / 88.9 % / 88.9 % / 92.8 % / 93.2 %