TNE Teacher Education Assessment Committee

Survey of Surveys Results

The Teachers for a New Era (TNE) Teacher Education Assessment Committee were asked to respond to two aspects about each item on this survey:

1. The degree to which you feel the item should be maintained.

2. The survey(s) the item should appear on.

The results of this survey will afford us the objective and anonymous feedback that will be useful in addressing areas of the Entry, Exit, and Alumni Surveys. A total of 15 members completed some of the survey. Questions with an average rating of 3.50 or higher are highlighted in blue. Questions with 70.0% or higher support for inclusion on to a survey form are highlighted in green.

Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
1.1 First name / 2 / (13.33%)
/ 2 / (13.33%)
/ 0 / (0.00%)
/ 9 / (60.00%)
/ 3.23 / 9 / (60.00%)
/ 8 / (53.33%)
/ 10 / (66.67%)
1.2 Last name / 3 / (20.00%)
/ 1 / (6.67%)
/ 0 / (0.00%)
/ 9 / (60.00%)
/ 3.15 / 9 / (60.00%)
/ 8 / (53.33%)
/ 10 / (66.67%)
1.3 Peoplesoft / 2 / (13.33%)
/ 2 / (13.33%)
/ 0 / (0.00%)
/ 6 / (40.00%)
/ 3.00 / 8 / (53.33%)
/ 8 / (53.33%)
/ 7 / (46.67%)
1.4 Gender / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 13 / (86.67%)
/ 4.00 / 11 / (73.33%)
/ 9 / (60.00%)
/ 11 / (73.33%)
1.5 Race/Ethnicity / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (6.67%)
/ 12 / (80.00%)
/ 3.92 / 11 / (73.33%)
/ 9 / (60.00%)
/ 11 / (73.33%)
1.6 Date of birth / 1 / (6.67%)
/ 2 / (13.33%)
/ 1 / (6.67%)
/ 9 / (60.00%)
/ 3.38 / 11 / (73.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
1.7 Primary language spoken at home / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (20.00%)
/ 10 / (66.67%)
/ 3.77 / 11 / (73.33%)
/ 9 / (60.00%)
/ 9 / (60.00%)
1.8 Year of graduation / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (6.67%)
/ 12 / (80.00%)
/ 3.92 / 7 / (46.67%)
/ 9 / (60.00%)
/ 11 / (73.33%)
1.9 Program from which you graduated / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (6.67%)
/ 11 / (73.33%)
/ 3.92 / 7 / (46.67%)
/ 10 / (66.67%)
/ 11 / (73.33%)
Comments:
There are 2 dimenisions on this feedback system omit and which surveys if you get the people soft #, you do not need 1.1 thru 1.6 1.9 is alumni only 1.7 and 1.8 are keepers
Is it possible to assign gender, race, DOB and other static variables to the peoplesoft number at Entry so that they can be omitted in the exit and alumni survey (shortening it) but still tied to the peoplesoft number? (this could also be applied to static variables below)
Date of birth might discourage alumni. The year of graduation should be sufficient.
Is that HS or college or TNE program grad date? Merge exit and entry svy by name and DOB to pick up demographics
The first three items depend on what you are doing with the data. If you can have a code instead of a name, I would probably prefer that. Some do a code only the students could know (first two letters of your father's first name, etc.....)
I checked most, but if a system can be set up that "talks to peoplesoft" most of these can be done automatically. You could also set something up so that most of the items below in #2 only have to collected once, and then future data is linked to this.
I don't understand the peoplesoft stem.
/ Radio Buttons / Survey
Definitely Omit / Possibly Omit / Possibly Maintain / Definitely
Maintain / Average Rating / Entry / Exit / Alumni
Charter/magnet
Home-schooled
International school
Private (non-religious)
2.1. What type of high school did you graduate from? / 0 / (0.00%)
/ 1 / (6.67%)
/ 3 / (20.00%)
/ 9 / (60.00%)
/ 3.62 / 12 / (80.00%)
/ 8 / (53.33%)
/ 7 / (46.67%)
2.2. How would you describe the location of your high school? / 1 / (6.67%)
/ 0 / (0.00%)
/ 3 / (20.00%)
/ 9 / (60.00%)
/ 3.54 / 11 / (73.33%)
/ 7 / (46.67%)
/ 6 / (40.00%)
2.3. On average, what was the socio-economic status (SES) of the students in your high school? / 1 / (6.67%)
/ 2 / (13.33%)
/ 3 / (20.00%)
/ 7 / (46.67%)
/ 3.23 / 11 / (73.33%)
/ 7 / (46.67%)
/ 5 / (33.33%)
2.4. How would you describe the racial composition of your high school? / 1 / (6.67%)
/ 1 / (6.67%)
/ 3 / (20.00%)
/ 8 / (53.33%)
/ 3.38 / 10 / (66.67%)
/ 7 / (46.67%)
/ 5 / (33.33%)
2.5. How would you describe your high school in terms of its overall achievement level? / 1 / (6.67%)
/ 3 / (20.00%)
/ 2 / (13.33%)
/ 7 / (46.67%)
/ 3.15 / 11 / (73.33%)
/ 7 / (46.67%)
/ 5 / (33.33%)
Comments:
Have these data been useful thus far? What are they tellling us? If little or nothing, then omit.
Somewhat subjective - SES, racial and achievement level. It would be hard to get this data, however, from out of state students.
As a student who recently took the entrance survey, I know it was difficult for me to state the SES of my high school. It isn't something a student my age would definitely know off hand and unless I did research (which most students won't due, simply because they will do the survey as quickly as possible) I wouldn't be able to be 100 percent sure of my answer to that question, possibly skewing the results. The same argument applies to the overall achievement level of my high school. I don't know that answer off-hand, making it likely the results will be inaccurate to a certain degree. I think the first two questions would be okay to ask in the alumni survey, but the rest seem irrelevant. These individuals will have already answered these questions twice on the entrance and exit surveys. The details of their high school aren't as important as finding out from them their confidence levels, opinions, comments, etc about their first X number of years of teaching. To reduce the number of questions they have to answer (thus making it more likely they will fill out and return the survey) I would suggest not asking as many questions about their high school.
If we want to attract more diversity, these questions should probably stay.
Again, if done with an expanding data base it only needs to be collected once
Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit
3.1. In what year did you receive your bachelor's degree? (Fill-in) / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 13 / (86.67%)
/ 4.00 / 12 / (80.00%)
/ 8 / (53.33%)
/ Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
4.1. From which Neag School of Education program are you from? / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 13 / (86.67%)
/ 4.00 / 10 / (66.67%)
/ 10 / (66.67%)
/ 10 / (66.67%)
/ Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
5.1. Which pupil level(s) are your intended focus in the Teacher Education Program? (Please check all that apply.) / 0 / (0.00%)
/ 1 / (6.67%)
/ 1 / (6.67%)
/ 11 / (73.33%)
/ 3.77 / 11 / (73.33%)
/ 10 / (66.67%)
/ 8 / (53.33%)
/ Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
6.1. What aspect of your preparation at UConn do you think will be most valuable to your career as a teacher? (Fill-in) / 1 / (6.67%)
/ 0 / (0.00%)
/ 1 / (6.67%)
/ 11 / (73.33%)
/ 3.69 / 6 / (40.00%)
/ 10 / (66.67%)
/ 8 / (53.33%)
6.2. What aspect of your preparation as a teacher are you most concerned that you will not be able to get from UConn? (Fill-in) / 1 / (6.67%)
/ 1 / (6.67%)
/ 2 / (13.33%)
/ 9 / (60.00%)
/ 3.46 / 7 / (46.67%)
/ 10 / (66.67%)
/ 6 / (40.00%)
Please rank the following items from 1 to 3 (where 1 = your most important priority as a teacher and 3 = your least important priority as a teacher).
Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
7.1. Having a positive personal relationship with your students / 2 / (13.33%)
/ 3 / (20.00%)
/ 3 / (20.00%)
/ 5 / (33.33%)
/ 2.85 / 10 / (66.67%)
/ 10 / (66.67%)
/ 10 / (66.67%)
7.2. Helping your students learn the required content / 2 / (13.33%)
/ 2 / (13.33%)
/ 2 / (13.33%)
/ 7 / (46.67%)
/ 3.08 / 10 / (66.67%)
/ 10 / (66.67%)
/ 10 / (66.67%)
7.3. Motivating your students to be engaged in school / 2 / (13.33%)
/ 2 / (13.33%)
/ 3 / (20.00%)
/ 6 / (40.00%)
/ 3.00 / 9 / (60.00%)
/ 10 / (66.67%)
/ 10 / (66.67%)
Comments:
Again, what are these data telling us? Is there a reason to believe that these priorities change over time? What do variations in these priorities mean, if anything? Aren't they all very important? What does it matter what order I put them in?
If you ask about the intended focus, then you need to ask about the actual focus. (I see this appears later. This should be as specific as the later data for it to be useful. #15) #7 is like asking which of your children you like best.
you may need to change the wording for the alumni survey with some of these questions. You might try a separate set for them. Such as: Before you became a teacher which of the following did you consider the most important? If you have become a teacher, which do you consider the most important Not Applicable at this time
I think number 6.1 would be good to use (with rewording) for those who have already left the UConn program in order for faculty to have feedback to reflect upon and update the program itself based on student input. I don't think this question would be as important for incoming students. As a junior in IB/M myself, I know I had/still have little idea about every part of the UConn Education Program that I will be recieving to prepare myself for teacher preparation. It wouldnt give very useful data to have this question be on the entrance survey. Students would only answer with the few aspects of the program they know, such as student teaching. 6.2 could be used if it were reworded to ask students who have passed through the program what they feel they wish they had gotten from UConn that they didn't recieve toward teacher preparation. Incoming students will not know how to answer this question. Even those taking the exit survey might not be able to answer this question simply because they have not had enough experience in a school to know what they don't know. Alumni would be the best recipients of this question because they will have been in a school system and after a few years will have seen challanges they were not prepared for, thus have definite answer to what UConn did not provide for them.
Wording of 6.2: change of tense for exit and alumni survey.
Not sure why this is needed
Please rank the following items from 1 to 5 (where 1 = your strongest skills or qualities as an educator and 5 = your least strong skills or qualities as an educator).
Rating Scale / Survey
Definitely Omit
1 / Possibly Omit
2 / Possibly Maintain
3 / Definitely Maintain
4 / Average Rating / Entry / Exit / Alumni
8.1. Ability to establish rapport with students / 2 / (13.33%)
/ 1 / (6.67%)
/ 1 / (6.67%)
/ 9 / (60.00%)
/ 3.31 / 5 / (33.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
8.2. Classroom management skills / 2 / (13.33%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 11 / (73.33%)
/ 3.54 / 5 / (33.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
8.3. Command of content knowledge / 2 / (13.33%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 11 / (73.33%)
/ 3.54 / 5 / (33.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
8.4. Lesson planning skills / 2 / (13.33%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 11 / (73.33%)
/ 3.54 / 5 / (33.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
8.5. Lesson implementation skills / 2 / (13.33%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 11 / (73.33%)
/ 3.54 / 5 / (33.33%)
/ 10 / (66.67%)
/ 10 / (66.67%)
Comments:
Q 8 needs to be actually measured. This would give real data about the effectiveness of the program. Otherwise, it measures opinions people have of themselves.
Here again you may want to change the way the questions are worded between the entry, exit and alum
I am not so sure these questions would be greatly beneficial to ask of entering students. As a junior in the IB/M program, I assumed I could easily manage a classroom efficiently, but had never actually had experience doing so. I would have rated myself a 4 or 5 in this area. However, after having a course on this topic this spring semester, I now realize it is not as easy as I thought it was. So, although the comparison data of incoming to exiting students on these questions would be interesting, I dont think it would be accurate.