Office of Professional Preparation & Licensure …...collaboration with the Office of Field...

Office of Professional Preparation & Licensure

Teacher Education Program Exit Survey 2009-2010

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TEACHER EDUCATION PROGRAM EXIT SURVEY

The main purpose of the Teacher Education Program Exit Survey is to identify the strengths

and areas for improvement in the Purdue University Teacher Education Program and to

provide feedback to faculty for possible program revisions.

In November 2009 and April 2010, the Office of Professional Preparation and Licensure, in

collaboration with the Office of Field Experiences, distributed the Teacher Education

Program Exit Survey with instructions via the Teacher Education website to 365 Fall 2009

and Spring 2010 student teachers. The response rate for the surveys was not comparable,

although there were three times as many student teachers in the spring than in the fall.

Fall 2009: 5% (Out of 92 student teachers, 5 responded.)

Spring 2010: 24% (Out of 273 student teachers, 66 responded.)

A total of 71 student teachers responded for a return rate of 19%. Approximately 38% of the

survey respondents were elementary education majors. The remaining respondents completed

secondary and all schools (P-12) education majors. The response rate decreased from 37% in

2008-2009 to 19% in 2009-2010.

Major findings from the survey:

The majority of candidates (87%) believe that they have gained the knowledge to

identify diverse student needs and the skills necessary to adapt instructional strategies

to address those needs to ensure positive student outcomes. However, secondary level

candidates believe that more opportunities should have been provided throughout the

teacher education program to develop lesson plans. Since these are the “everyday

plans” followed by teachers, learning to write effective lesson plans is critical. Many

candidates requested that serious attention be given to the creation of a uniform lesson

plan format to maintain uniformity among courses (similar to student teaching format).

Seventy-six percent of the candidates feel competent to integrate technology to

support instruction. Sixty-six percent of the candidates utilize technology for the

assessment of students.

Several candidates (54%) believe that they are competent enough to address the needs

of students for whom English is not a first language. Several candidates (27%) were

undecided.

Several candidates expressed a desire for additional TIP (Theory into Practice)

experiences, especially at the secondary level. A few candidates believe that

additional teaching opportunities within this experience would be very beneficial, but

the placements need to be in an area compatible with their major area. Overall, most

were satisfied with the TIP experience. The number of student teachers who believed

that the TIP experiences helped prepare them for their student teaching placement

increased from 57% in 2008-2009 to 62% in 2009-2010.

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Numerous Elementary Education candidates provided positive feedback regarding

Blocks III, IV, and Block V, especially in the areas of writing effective lesson plans,

teaching literacy, mathematics and science instructions, and classroom and time

management. Secondary student teachers believed that the Block I and Block II

courses were designed more for the elementary level. Students who participated in the

Block II Study Abroad Program commented that it was extremely productive and

memorable. Candidates believed that time spent in methods courses was productive.

Each Block was identified by at least one respondent as a valuable experience.

Suggestions and concerns regarding Block and methods courses include: More courses

specific to secondary level teachers should be included; professors/instructors should

supervise/teach only in area(s) in which they have experience or work history; the

content covered in EDCI 43300 and EDCI 30900 should be reviewed by the

instructors to ensure that content is not repeated; there is too much “busy work” in

some classes; and more instruction on classroom management (extend course to one

full year), motivational strategies for at-risk students, and practical organizational

strategies for the classroom for secondary level content areas. Although a few

secondary level student teachers suggested that more emphasis should be placed on

classroom management, 83% of all student teachers strongly agreed or agreed that

they were competent to manage the classroom during their student teaching

placements.

Several candidates believed that the half-day TIP in-classroom experiences were very

beneficial. Student teachers believed that the student teaching experience was by far

the most beneficial in their development as prospective teachers. Although the student

teaching experience was the best experience, many students believed that there were

“WAY too many” assignments to do for Purdue! Their cooperating teachers were

very frustrated by how much the student teachers had to do outside of their classroom.

The cooperating teachers believed that the student teachers weren’t given the

opportunity to fully concentrate on the classroom and learn to become a teacher. The

student teachers suggest that the seminars continue having seminars but minimize the

“Purdue” homework.

With a few exceptions, most of the respondents were satisfied with their academic

advisors/counselors, university supervisors, cooperating teachers, school-based

administrators, and other school personnel.

After program completion, 20% plan to reside inside Indiana in a rural/town

community.

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Descriptive Statistics of the Responses to the Survey Quantitative Questions

Question

Number Question

Number

of responses Mean*

Standard Deviation

1 I understood the concepts and content I was asked to teach during my

student teaching placement. 71 1.58 .68

2 My knowledge of how children learn and develop helped me to prepare

learning opportunities. 71 1.61 .74

3 I understood student differences and was able to adapt instruction to

meet the needs of diverse learners. 71 4.64 .69

4 I was prepared to use a variety of instructional strategies to encourage

students' learning and problem-solving. 71 1.70 .72

5 My understanding of individual and group motivation and behavior

allowed me to create a positive and active learning environment for my

students. 71 1.67 .68

6 I was competent to use communication techniques to foster classroom

inquiry and interaction. 71 1.73 .59

7 I was competent to plan instruction based upon the subject matter, my

students, and the curriculum goals. 71 1.63 .84

8 I was able to use a variety of assessment strategies to evaluate my

students' growth. 71 1.85 .72

9 I consider myself a reflective practitioner who actively seeks out

opportunities to grow professionally. 71 1.48 .59

10 I was able to develop relationships with my school colleagues, parents,

and the community to support my students during my student teaching

placement. 71 1.64 .64

11 Prior to my student teaching placement, I was knowledgeable about the

Indiana Academic Standards. 71 1.64 .71

12 I was competent to use educational technologies for teaching during my

student teaching placement. 71 4.67 .64

13 I was competent to address the needs of students for whom English was

not a first language. 71 2.38 1.00

14 I was competent to manage the classroom during my student teaching

placement. 71 1.67 .77

15 TIPs (Theory into Practice/early field experiences) helped prepare me for

my student teaching placement. 71 2.27 1.05

39 I was treated professionally by my academic advisor/counseling staff. 71 1.51 .846

40 My academic advisor was knowledgeable about the Teacher Education

Program and university procedures. 71 1.79 .997

41 My academic advisor was available. 71 1.81 1.020

42 My academic advisor was responsive to my needs. 71 1.75 .939

44 The university supervisor was helpful. 71 1.62 .820

45 Contacts with the university supervisor during the student teaching (including seminars, group meetings, conferences, visits, telephone calls, and e-mail messages) were adequate.

71 1.64 .879

46 The feedback provided to me by the university supervisor was of high

quality. 71 1.55 .901

47 The cooperating teacher was prepared to work with me. 71 1.41 .853

48 The cooperating teacher was helpful in my development as an effective

teacher. 71 1.26 .524

49 School-based administrators and other school personnel assisted with

matters outside the classroom (e.g., orientation, meetings, finding

materials, counseling, etc.). 71 1.62 .820

50 The online student teaching application was easy to execute. 71 1.77 .757

51 I was treated professionally by the Office of Field Experiences staff. 71 1.68 .701

* The student teachers were asked to read each of the above statements and to indicate their degree of agreement

with each of the statements using the following scale:

Strongly Agree (1), Agree (2), Undecided (3), Disagree (4), Strongly Disagree (5)

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Below is a full compilation of the survey results.

1 - 15. Please read each of the following statements and indicate your degree of

agreement with the statement using the following scale: Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree

1. I understood the concepts and content I was asked to teach during my student teaching placement.

Strongly Agree

Agree Undecided Disagree Strongly Disagree

Non-response Total

33 (46.5%) 31 (43.7%) 1 (1.4%) 2 (2.8%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

2. My knowledge of how children learn and develop helped me to prepare learning

opportunities.

Strongly Agree


Non-response Total

32 (45.1%) 31 (43.7%) 1 (1.4%) 1 (1.4%) 1 (1.4%) 5 (7.0%) 71 (100.0%)

3. I understood student differences and was able to adapt instruction to meet the needs of

diverse learners.

Strongly

Agree Agree Undecided Disagree

Strongly Disagree

Non-response Total

31 (43.7%) 29 (40.8%) 5 (10.9%) 1 (1.4%) 0 (0.0%) 5 (7.0%) 71 (100.0%)

4. I was prepared to use a variety of instructional strategies to encourage students' learning

and problem-solving.

Strongly


Strongly Disagree

Non-response Total

26 (36.6%) 38 (53.5%) 1 (1.4%) 1 (1.4%) 1 (1.4%) 4 (5.6%) 71 (100.0%)

5. My understanding of individual and group motivation and behavior allowed me to create a

positive and active learning environment for my students.

Strongly


Strongly Disagree

Non-response Total

28 (39.4%) 35 (49.3%) 2 (2.8%) 2 (2.8%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

6. I was competent to use communication techniques to foster classroom inquiry and

interaction.

Strongly


Strongly Disagree

Non-response Total

23 (32.4%) 39 (54.9%) 5 (10.9%) 0 (0.0%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

7. I was competent to plan instruction based upon the subject matter, my students, and the

curriculum goals.

Strongly Agree


Non-response Total

33 (46.5%) 27 (38.0%) 3 (4.2%) 2 (2.8%) 0 (0.0%) 6 (8.5%) 71 (100.0%)

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8. I was able to use a variety of assessment strategies to evaluate my students' growth.

Strongly


Strongly Disagree

Non-response Total

20 (28.2%) 40 (56.3%) 4 (5.6%) 3 (4.2%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

9. I consider myself a reflective practitioner who actively seeks out opportunities to grow

professionally.

Strongly Agree


Non-response Total

38 (53.5%) 26 (36.6%) 3 (4.2%) 0 (0.0%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

10. I was able to develop relationships with my school colleagues, parents, and the community

to support my students during my student teaching placement.

Strongly Agree


Non-response Total

30 (42.3%) 31 (43.7%) 6 (8.5%) 0 (0.0%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

11. Prior to my student teaching placement, I was knowledgeable about the Indiana Academic

Standards.

Strongly Agree


Non-response Total

31 (43.7%) 31 (43.7%) 3 (4.2%) 2 (2.8%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

12. I was competent to use educational technologies for teaching during my student teaching

placement.

Strongly


Strongly Disagree

Non-response Total

28 (39.4%) 33 (46.5%) 6 (8.5%) 0 (0.0%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

13. I was competent to address the needs of students for whom English was not a first

language. Strongly


Strongly Disagree

Non-response Total

12 (16.9%) 26 (36.6%) 19 (26.8%) 6 (8.5%) 2 (2.8%) 6 (8.5%) 71 (100.0%)

14. I was competent to manage the classroom during my student teaching placement.

Strongly Agree


Non-response Total

32 (45.1%) 27 (38.0%) 6 (8.5%) 2 (2.8%) 0 (0.0%) 4 (5.6%) 71 (100.0%)

15. TIPs (Theory into Practice/early field experiences) helped prepare me for my student

teaching placement.

Strongly


Strongly Disagree

Non-response Total

16 (22.5%) 28 (39.4%) 15 (21.1%) 5 (7.0%) 3 (4.2%) 4 (5.6%) 71 (100.0%)

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16 - 25. Please read each of the following statements and indicate how often you performed the indicated action using the following scale: Every Day, Nearly Every Day, Occasionally, Rarely, and Never.

How often did you:

16. integrate more than one subject area or content from other subjects into your instructional

activities?

Every Day Nearly

Every Day Occasionally Rarely Never Non-response Total

10 (14.1%) 32 (45.1%) 17 (23.9%) 0 (0.0%) 0 (0.0%) 12 (16.9%) 71 (100.0%)

17. use the Indiana Academic Standards in developing instructional activities?

Every Day Nearly


26 (36.6%) 24 (33.8%) 7 (9.9%) 1 (1.4%) 1 (1.4%) 12 (16.9%) 71 (100.0%)

18. apply computers and related technologies to support instruction?

Every Day Nearly


17 (23.9%) 22 (31.0%) 18 (25.4%) 2 (2.8%) 0 (0.0%) 12 (16.9%) 71 (100.0%)

19. plan and deliver instructional units that integrated a variety of software applications and

learning tools?

Every Day Nearly


8 (11.3%) 26 (36.6%) 17 (23.9%) 7 (9.9%) 0 (0.0%) 13 (18.3%) 71 (100.0%)

20. develop technology lessons that used effective grouping strategies?

Every Day Nearly


6 (8.5%) 21 (29.6%) 20 (28.2%) 11 (15.5%) 1 (1.4%) 12 (16.9%) 71 (100.0%)

21. utilize technology for assessment of students?

Every Day Nearly


9 (12.7%) 9 (12.7%) 29 (40.8%) 11 (15.5%) 1 (1.4%) 12 (16.9%) 71 (100.0%)

22. adapt instruction for the needs of diverse learners in your classroom?

Every Day Nearly


19 (26.8%) 29 (40.8%) 9 (12.7%) 2 (2.8%) 0 (0.0%) 12 (16.9%) 71 (100.0%)

23. use alternative assessments (assessments other than tests, worksheets, etc.) in your

classroom?

Every Day Nearly


10 (14.1%) 27 (38.0%) 21 (29.6%) 1 (1.4%) 0 (0.0%) 12 (16.9%) 71 (100.0%)

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24. use small group instructional methods with your students?

Every Day Nearly


21 (29.6%) 12 (16.9%) 24 (33.8%) 1 (1.4%) 0 (0.0%) 13 (18.3%) 71 (100.0%)

25. use materials or techniques you learned during your teacher preparation program?

Every Day Nearly


15 (21.1%) 28 (39.4%) 15 (21.1%) 1 (1.4%) 0 (0.0%) 12 (16.9%) 71 (100.0%)

26. Please indicate which courses and Block(s)/experiences contributed significantly to your

knowledge and understanding of each of the following topics. Check all that apply. - Content Knowledge, Knowledge of Standards

EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI

3 (4.2%) 5 (7.0%) 14 (19.7%) 17 (23.9%) 21 (29.6%) 17 (23.9%) 35 (49.3%) 36 (50.7%)

- Teaching Methodology, Curriculum Development


8 (11.3%) 5 (7.0%) 8 (11.3%) 18 (25.4%) 15 (21.1%) 15 (21.1%) 30 (42.3%) 33 (46.5%)

- Classroom Management and Discipline


5 (7.0%) 2 (2.8%) 7 (9.9%) 20 (28.2%) 7 (9.9%) 8 (11.3%) 31 (43.7%) 39 (54.9%)

- Understanding and Being Able to Work with Students


5 (7.0%) 3 (4.2%) 17 (23.9%) 27 (38.0%) 13 (18.3%) 15 (21.1%) 24 (33.8%) 37 (52.1%)

- Knowledge of Diversity, Teaching Diverse Students


8 (11.3%) 5 (7.0%) 26 (36.6%) 22 (31.0%) 10 (14.1%) 10 (14.1%) 17 (23.9%) 32 (45.1%)

- Using Technology for Teaching and Learning


3 (4.2%) 34 (47.9%) 4 (5.6%) 12 (16.9%) 5 (7.0%) 5 (7.0%) 20 (28.2%) 29 (40.8%)

- Teaching as a Profession, Professionalism


10 (14.1%) 6 (8.5%) 19 (26.8%) 20 (28.2%) 16 (22.5%) 13 (18.3%) 29 (40.8%) 41 (57.7%)

- Teaching and Learning Assessment Strategies


3 (4.2%) 5 (7.0%) 11 (15.5%) 16 (22.5%) 12 (16.9%) 12 (16.9%) 27 (38.0%) 40 (56.3%)

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Please write comments to the following open-ended questions. 27. Which components of the Block courses and accompanying TIPs (Theory into

Practice) that comprise the Teacher Education Program at Purdue were most helpful in your development as a prospective teacher? Please provide specific examples.

1. I benefited from both block 1 and block 2. I benefited from these two courses

because I was able to get a hands on experience in the classroom from the

beginning that helped to further my goal of being a teacher.

2. I do not feel like Block 1 or block 2 were necessary for Physical ed and health ed

teachers. The topic was more related to elementary, especially in block 1.

3. The last block for me was most effective (Secondary Education), however I am

really disappointed in the lack of lesson planning help that goes in before actually

being thrown into student teaching. I am required to know how to do lesson

plans everyday when I just learned how to write an effective one last semester.

It has been quite stressful and quite frankly a difficult task to swallow. / I do not

like the fact that no one is around to help answer questions if my US is not able to

take a call. It has only been one week into student teaching and if my CT was not

helpful I would be a mess right now.

4. I think that getting in the classroom freshman year was so benficial. But I think

that going 3-4 semesters without being in a classroom to then student teaching

was a little hard.

5. Actually being in the classroom, especially prior to student teaching.

6. Being in the classroom was the best way to learn. I wish there was a way to

become more involved (more TIP) than what Purdue offered. The block classes

were okay, but seeing it out in a classroom is what impacted me the most.

7. The practicum experiences were the most helpful because it gave us the hands on

practice for student teaching and having our own classroom.

8. Learning to integrate subjects and how to adapt things for all learners. Time

spent in the classroom was the most valuable.

9. My TIP placements were very unhelpful. I was placed with teachers that comprise

the profession of teaching by their lack of execution of good practices in the

classroom. Please place students in the future with a teacher and classes that

match their area of study.

10. working with different students

11. The most important aspects came when I was able to be in the classroom as

much as possible. Student teaching has taught me more than I ever learned in

TIPs because I am there so often and I am learning all of the realistic, behind-the-

scenes, be-there-more-than-just-for-a-single-lesson type of things.

12. Student Teaching was by far the most beneficial in my development as a

prospective teacher. Everything is so different when you are in the classroom

everyday with the students. You get a full view on how kids are on a day to day

basis. You get a full view of how to discipline the students. You also get a full

view on how kids learn on a daily basis. As a student teacher, I learned many

different strategies and techniques that work for me and ones that do not.

13. WOrking in a low incidence classroom.

14. The block 5 night class was helpful when we had to make the CMP. It was very

helpful in all of the blocks to go into the classrooms and gain practice teaching

lessons and working with the students.

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15. I feel like the student teaching portion was most beneficial. The other class where

we spent half of the day in the classroom was the second best class. I believe

that student teaching should be a year long process.

16. Block 5 was the biggest help in dealing with classroom management and the job

market. Block 4 was extremely helpful in help kids reading, but the ELL portion

was not that helpful. Block 3's unit assignment was helpful, but not realistic

enough. / 270 was very helpful in understanding technology.

17. EDCI 425 was very helpful.

18. I love that we actually pulled out groups and individual students, as well as taught

whole-class lessons in a variety of grades.

19. Classroom Management (Block IV) really introduced me to knew concepts to use

in the classroom, especially behavior wise.

20. Variety of teaching methods and adaptions.

21. I really like EDCI 265 because I got a basic understanding of how to teach student

with special needs.

22. Block 5 was very helpful because it was the first block class that help me prepare

for real classroom problems and experiences. It was helpful to make a sub folder

and know how to write a correct resume. The TIP experience was helpful because

it was the forst time I ever got to teach math or science.

23. My favorite part of TIP was being able to observe different teaching styles and

different classroom environments. I would not have had the opportunity to see

such a variety of classrooms without it being required. By being placed in these

different classrooms, you are able to learn more about yourself as a professional

and what you would or would not do in your future classroom.

24. I only really found value in block VI (student teaching). Nothing really prepares

you for that experience. I feel I learned the most about teaching in student

teaching.

25. I felt that the Blocks that helped the most were Blocks 3, 4, and 6. Our reading

course for Block 3 was the most useful because it actually taught useful strategies

to incorporate into the classroom. Block 4 helped with knowing what levels

students should be at with their reading abilities. Block 6 was useful because it

helped me to assess students in different ways and forced me to do things that

were uncomfortable doing, but needed to do in order to learn.

26. Block III lesson plans were the most helpful.

27. I was in the TTT program and them the Woodrow Wilson Fellows program. I think

that the courses Educational Psychology, Multicultural Education and my methods

courses (Biology, Agriculture, and Middle School)were the most helpful courses I

had in developing my outlook and perspective as a new teacher. Educational

Psychology help establish my educational foundation and taught me how learners

think and develop. Multicultural Education was instrumental in showing me how

different learners from different backgrounds learn and are affected by out

instructional methods. The methods courses were good for opening my eyes to

how students will respond to different instructional methods. They were also

helpful in gettting me more organized in my lesson plans.

28. Although the blocks were helpful, nothing really prepares you for student teaching

until you are actually student teaching. I learned and developed the most during

this one semester compared to all the other semesters combined.

29. Block V was by far the most useful block, as well as the most enjoyable. I felt like

I was using a lot of the knowledge and material from that class.

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30. During student teaching I felt like it was my first time in the classroom. I felt

extremely unprepared from my TIP experiences. Some of the practices I learned

in blocks III and V carried over but they were few and far between.

31. The more we are able to get into a classroom to observe and help out, the more

we are prepared for managing a classroom on our own during the student

teaching semester. I learned more from being in the classroom and experiencing

it firsthand during my student teaching than i did through all the classes at Purdue

combined.

32. I felt that block five and its TIPs were the most helpful. We were able to actually

teach the lessons that we have created and saw what did and did not work.

33. I took block II at Purdue Calumet and that was the smartest thing I ever did. I

heard how much the courses "sucked" from previous students. I think that Purdue

West Lafayette could benefit from talking to [NAME] and [NAME] and see the

difference in teaching methods. I find it funny how at Purdue I was taught to

teach to differing learning styles through case studies and only case studies.

34. Going in to the classroom every semester was the best thing I could have done.

Even though I didn't get a full glimpse of teaching until student teaching, I did

learn how classrooms work and how to teach a lesson. I felt that going into

classrooms really helped me get a realistic perspective on teaching. / / I loved

the Block V science and math methods courses. I thought they really helped me

learn how to teach subjects I was very nervous about beforehand. I felt that I

knew how to teach those two subjects very well when I entered student teaching.

35. A&D 302 was very helpful for understanding children's artistic development.

36. Block III, and Block II

37. Block to offered the most in depth look at the wide range of students i may have

and how to modify my methods to meet the needs of my students.

38. In block 3, I had a TIP placement that allowed me to be in a single classroom for

a full day each week rather than a few hours twice a week. This gave me a much

better picture of a real classroom, transitions, behaviors, etc. / The block 4

reading class was excellent. It gave us so much practical application of the

concepts learned. / Block 5 classroom management with [NAME] was excellent

too. When I left that class I felt like I had a full repertoire of ideas to use for

classroom management. / Student teaching was of course the most meaningful

opportunity to develop because your really have to put everything into practice.

39. Block I classes. Going to the schools and being with the students solidified my

decision.

40. classroom management, curriculum building, understanding analyzing and

applying state standards into daily lesson plans, classroom experience at public

schools, accessing teaching resources, etc.

28. What changes or improvements to the Block courses and TIPs might have enhanced your student teaching experience? Again, please provide specific examples.

1. I am from a small program at Purdue, Family and Consumer Sciences Education.

The professors in the classes need to be familiar with the varying majors that are

required to take and be in their classes. At times during block courses I felt that

alot of professors catered more towards the majority of education majors such as

elementary.

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2. I would separate 433 and 309. It was way too much work and most of the work

crossed with each other but they (the teachers) did not know that they were

doing it to each other. So it was quite stressful as a student.

3. I think that the semester you are student teaching you should not have EDCI 433

and 309. It was WAY to time consuming and there was way too much busy work.

I felt that I had to focus more on class and projects and assignments then I could

preparing for student teaching. I felt very ill-prepared and did not like the fact

that we only had 1 day a week to visit our school. We only had Fridays to go to

our school and at some schools, Fridays were Fundays, so we didn't learn

anything from going just that day. I think we should have less of a course and

workload and completely focus on student teaching and preparing for that.

4. Give students an excel sheet or paper with all block options and times, connected

already as they are in MyPurdue. Find somewhere closer to travel to other than

Frankfort.

5. My observation visits during the first block were not helpful at all. I sat at the

back of the class and learned what not to do. I think that being in functional

classes with teachers who care about students taught me the most about being a

teacher.

6. More practicum experience.

7. Being in a classroom more before student teaching. I feel like I was thrown and

told to start swimming.

8. Students need to go more than one time a week to a placement. This is unrealistic

and does not give you a good idea of what teaching actually is.

9. more TIP in block V before student teaching

10. Keep the lesson plan format the same!!!!!! Across the board! If we had been

comfortable with the student teaching lesson plan format from the get-go, it

would have made the transition so much easier. Not to mention it is the best form

used thus far in the Education classes because it incorporates everything.

11. More experience in the classroom. The same lesson plan format instead of a

different format for each block.

12. Most block courses are designed for El. Ed. majors and do not reach Secondary Ed.

13. More of it.

14. Please consider making one universal lesson plan format that is used in blocks 1-6.

All of the different formats were very confusing. We had to adjust every semester

to what the format was for that class. It was very frustrating during block 3, when

history and language required two different lesson plans.

15. More teaching in the classroom experience.

16. Only teaching one lesson every once in a while is not very helpful. We don't know

the students well enough and we don't deal with transitions. Being there more

days a week would be extremely helpful.

17. GET RID OF LAUNCH/EXPLORE/SUMMARY!

18. We need an excel sheet that blocks out the schools and times for each block. We

should not have to drive to Frankfort, for I know others couldn't do this and had

to.

19. Be more organized, especially going back and forth from campus to the classroom.

Spend more time in classrooms.

20. Have only one format for the lesson plan. Over the past four years I have had to

make lesson plans in many ways and it was very confusing.

21. Try getting Secondary students in the classroom more. Also have more

requirements to complete Block 1 and 2. It was very basic and I felt that I did

not get much information from these classes.

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22. Give us math and science experience before block 5.

23. I am not sure that I would change anything. I appreciate that each TIP experience

was very different from one another and each block had a different aspect to

focus on in the classroom.

24. More TIP experience. You do not get to understand and know the students enough

during the other TIP experiences because you are not there that often.

25. First, there needs to be general lesson plan format that is used throughout our

experience at Purdue! / / Second, there needs to be more time for our math

course in Block 5. Our science course had more time, but we don't need it. We

have so much science before this class, but not enough math. Going into my

student teaching experience, I felt least prepared to teach math. / / Third, for

our student teaching..... there is WAY to much stuff to do for Purdue! My

cooperating teacher was so frustrated by how much I had to do outside of the

classroom. Her and I felt that I wasn't given the opportunity to fully concentrate

on the classroom and learning to become a teacher. We have learned to turn in

assignments before student teaching, we didn't need to learn again. I would

suggest that we have less homework and have more seminars (continue having

seminars the entire semester and have less homework).

26. Lesson plans should be in the same format throughout all the blocks, including

student teaching.

27. I think more instruction on how to recognize where students are emotionally and

culturally and how we can shape their motivation to actually learn would be the

most helpful. I know this is a large task, but I have met too many students who

are not motivated at all and are just waiting to get out of high school. They do not

care what is next. They just want out. It is sad, and we really don't know how to

reach them.

28. It would be helpful if all Blocks could begin to use the lesson plan format that is

required for student teaching.

29. I felt like a lot of block classes were unorganized and that project

deadlines/assignments and directions were always crazy to an extent.

30. It would help a lot to unify the lesson plan format across the blocks and student

teaching. Not learning a new format every semester would save a lot of time!

31. I would make sure students are in a classroom each semester. Students need to

observe different teachers and different classroom settings in order to prepare

themselves for their own classroom in the future. Having this constant exposure

to a classroom better prepares student teachers.

32. One consistent lesson plan. Each block should use the same lesson plan that was

used in student teaching. Block professors need to collaborate to create some

consistency.

33. The block courses were incredibly boring, nd the professors were unhelpful.

34. I felt like there was a lot of work that had no relation to us as teachers. I would

like to see more work that relates to actual teaching situations.

35. Employ TA's who have some teaching experience and can speak English well for

270.

36. I think that every Block should have the same lesson plan format. If they had all

had the same format, it wouldn't have taken me so long to get used to a new

format every semester. Also, I really liked the student teaching format, so if I had

used that format all the way through, I would be more likely to remember it (and

use it) when I graduated.

37. Some of the Block course's material did not pertain to art education.

- 13 -

38. Block IV seriously needs to be revamped. I felt the ESL class was pointless, and I

had received no value from it. Also, there should be more classes like 430. I

learned more in that class then I did of a whole year worth of school.

39. Make the Block classes flow together. Espically this last block with literacy in the

classroom should have come much sooner than our final 6 weeks of actual

classroom learning. I would require TIPS to be longer. We always felt like a visitor

and never a true teacher or educator. I feel those experiances never really

prepared me for student teaching.

40. Block 2 offered a lot of good theory for future use, but I felt like I never had the

opportunity to apply much of it in a practical way. / The lesson format we used for

Block 3 was ridiculous. No teacher would ever create such a lengthy lesson plan.

It was impractial and overly time consuming. I could not possibly make all of my

lessons in such a format. / I think all students should have a full day in a TIP class

experience. It is more like the real thing. / I believe it would be benficial if

classroom management was taught from the very beginning of the block

experiences. The one complaint I regularly hear from real teachers is that many of

the Purdue students are weak on calssroom management skills. I think it should

be taught early and probably divided into more than one course. We learned alot

of theory about classroom management styles, but never did practical application

of the techniques until we were student teaching. Perhaps a theory class one

semester followed by an applications class another semester would be appropriate.

41. AgEd-YDAE 318 and 319 should be one class and another class should be

developed (like methods-YDAE 440). It should give students the opportunity to

develop lesson plans and hone in on skills that need to be worked on before

actually teaching with discipline problems (in YDAE 440).

42. I think if the block courses were geared towards the subject matter or even to

secondary education more it would have been better since I felt like all the block

courses were geared more towards elementary.

43. EDCI 250....

29. What are your greatest strengths as a teacher, and how did Purdue's Teacher

Education Program contribute to the development of these strengths?

1. My greatest strengths as a teacher include the experience I have had within the

classroom through my block scheduling. I have been placed at many diverse

schools which has helped me grow as an educator.

2. I feel that of my strengths discipline with students has been a recently developed

one. I have recently developed a strength in student discipline because of middle

school placement. I enjoyed my middle school placement of student teaching very

much and it has made me a stronger teacher.

3. I am able to handle high stress situations and also able to adapt to situations

when they arise. This I think Purdue was able to teach me because with the

Education program, things changed at the last minute quite often--rather it be

with taskstream or in out TIP placements.

4. Assessments, I have a greatly knowledge of other ways to give assessments other

than exams and quizzes. / Activities, I was given some great websites and ideas

of activities to use while I am a teacher.

5. Classroom management in which student teaching was key....you must be in the

room everyday to learn this. You cannot read to learn with this topic.

- 14 -

6. I think I am pretty easy going and able to adapt to situations quickly. The

student teaching experience is not one you can really plan for, so being ready for

changes and being able to be calm and collected at the front of the class.

7. My strengths are my organization and my ability to make lesson plans. Purdue

helped allow me to prepare myself to handle these situations.

8. Utilizing resources is key "inventing the wheel" is not always necessary.

9. The Purdue physical education program has served me well as a student. The

professors in the Health and Kinesiology department have gone out of their way

to provide me with professional development and teaching practices that could

not be replicated in most departments.

10. discipline - EDST 200 [NAME] and [NAME]!

11. My greatest strengths as a teacher that were fostered by Purdue's Teacher

Education Program are the ability to think on my toes and develop an innate

sense of what should happen in a classroom, and the ability to connect with

students on many different levels. Through my experiences thus far at Purdue, I

feel these strengths have definitely been developed and supported.

12. I had multiple experiences that helped me develope confidense in my teaching

skills.

13. My classroom management skills. I TA'd for EDCI 424 for 3 years, which greatly

contributed to my experience at Purdue.

14. Adapting instruction to the learners needs. I feel that Purduer fostered this

strength by introducing me to the different types of learners.

15. Working well with students and all of the classes helped strengthen this quality.

16. Creativity and determination. The assignments took a lot of thought and made me

do things in many different ways. All the things Purdue wants you to incorporate

into the classroom, even when there is no time, has made me determined to get

in as much as possible and not shortchange the class by doing a lot of useless

work.

17. I am personable, trustworthly, an includer, positive, strategic. They never

contributed to these. Purdue will not take the credit from my personality.

18. Classroom management, which comes from being in the classroom - not reading

about it.

19. Patience, dedication, fresh ideas---Purdue taught me a great deal about

differentiation, active learning/strategies, behavior techniques, content and

curriculum

20. Well prepared which allowed me to be flexible.

21. I very easy going, but very strict at the same time. I'm also willing to be flexible

if something changes in my class. My methods class YDAE 440 helped me with

this the most.

22. My greatest strength is I know how to asses students in many different ways. I

also learned how to incorporate ALLS into every lesson I teach. Without Purdue I

would not be able to do these tings.

23. Purdue has helped me immensely to teach a diverse group of students. In my

college career, I have learned anywhere from teaching students with disabilities to

English as Second Language students. I feel very confident and prepared as a

future teacher because Purdue has highly emphasized meeting the needs of

EVERY student, regardless of their situation.

24. I am now beginning to be more confident in myself and learning to become more

flexible in my teaching thanks to student teaching.

- 15 -

25. My greatest strength as a teacher is my flexiblity, determination, and how

teachable I am. Purdue helped me to see that education is more than a job, it is a

passion. Purdue also taught me to be teachable and flexible.

26. My greatest strengths are my creativity and my willingness to try new things.

Purdue has opened my eyes to all the actual possibilities out there and how to use

them.

27. Purdue did not contribute to any of my strengths as a teacher.

28. My greatest strength is that of developing a warm environment for students

through a structure classroom management. Block V helped me further any ideas

I might have already had.

29. My greatest strengths are my love for the students and my flexibility with

planning and unplanned events that pop up during the day. These are personality

traits I learned more from my life experiences outside the classroom than through

the Teacher Education Program here.

30. Being organized has been a great key to my success during student teaching.

Purdue has taught me to keep everything organized and that no one knows what I

need to do besides me. I had to stay on top of all my materials and due dates

which again is reflected in being organized.

31. Developing challenging course work while engaging students. Methods with

[NAME] helped me with this.

32. I feel like my greatest strengths as a teacher were the interpersonal qualities that

every teacher needs. Purdue has helped me realise how crucial these strengths

are.

33. My greatest strength as a teacher is how to relate to colleagues and students. The

Teacher Education program, from what I can remember never even hinted at this

important skill that all teachers should have.

34. One of my strengths is classroom management. I don't think Purdue helped me

with much, to be quite honest. I learned that through my student teaching

experience, with the help of my CT and my US. Block V covered classroom

management, but I didn't like any of it, and I didn't think it was really all that

realistic. I did, however, learn how to deal with students with special needs who

may struggle in an inclusive classroom in Block II. I had [NAME] because I was in

South Africa, but I don't know how the regular course was taught. / / Another

strength is my knowledge of assessment and my creativity in assessing. Purdue

taught me to always evaluate what I was assessing and the best way to do it,

rather than simply following the book test or evaluating on things other than the

objective. / / A strength Purdue helped me cultivate, as well, is my ability to use

the state standards to teach/assess, rather than the textbook exclusively. I

realized in my student teaching experience that a lot of textbooks are not only

boring, but they don't accurately cover the standards. If I had followed the

textbook exclusively, I would have missed some things and taught things that

weren't required.

35. I am very knowledgeable about powerpoints and I used them to teach content

and create games.

36. My greatest strength would probably be knowing and understanding what goes on

in several classrooms. I liked that I was able to work in several grade settings.

37. One of my greatest strengths is that I want learning to be interactive and fun so I

create lessons with many interactive activities. Purdue's course work encouraged

the use of student centered lessons rather than teacher centered ones.

- 16 -

38. I am willing to listen and work with students that are having trouble in class. I

feel like I have sufficient knowledge in the material and can handle most discipline

problems accordingly. Most of this I learned in classes at Purdue (YDAE 440 and

Student teaching).

39. My greatest strength is organization and I don't believe the Education Programs

helped in any way.

40. I feel as though I am ready to teach all the materials that are given to me;

however, I feel the need for an immersion in the classroom to attain actual

classroom experiences, so that I can see my competence in classroom

management when working with real life students.

30. In which areas of teacher preparation would you welcome opportunities for further

professional development?

1. There are some courses which are repetitive for special education students. I

would look into having these courses become combined.

2. I would welcome any opportunity that would benefit me as a teacher. As a teacher

I plan to continue to grow professionally to help benefit my classroom, my school,

my program, and myself.

3. Classroom management, especially in student teaching when there are no rules or

routines already set up.

4. Absolutely everything!

5. I think the student teaching experience should be a part of each year of the

blocks. They should flow and connect from year to year so that you can see

improvement over your years at college as opposed to the last semester.

6. Conferences

7. Classroom Management

8. Make students join a professional organization for graduate requirements. Many

students do not know how important that is.

9. professional growth / assessment

10. I would like to have more opportunities for professional development workshops. I

participated in Indiana Project WET - getting the information from TEACHED

emails and going on my own time - however, I would have liked to have more of

these opportunities to go to things such as this because they are so beneficial.

11. Definitely classroom organization and management, as well as differentiation.

12. n/a

13. Classroom mangament, no matter how much teaching there is always room for

improvement.

14. Grading.

15. All of them! We should be allowed more days of professional development while

student teaching as well. One is not near enough!

16. all

17. I would like to learn how to teach labs better, and how to get all students involved.

18. I would like to concentrate on working with in city schools.

19. Differentiated instruction in all of the block classes. This is something I really had

to teach myself during student teaching. I feel that students should be introduced

to this before block V and student teaching because it is such a crucial skill for a

teacher to have.

20. All block classes (TIP)

21. Classroom management and MATH.... more time in the classrooms!

- 17 -

22. Organization and lesson preparation, especially how to build good lessons very

quickly.

23. I would welcome opportunities or seminars that helped with extreme behavior

problems.

24. It would be great to have professional development opportunities from as early on

as block I. Just to give us a more realistic picture of teaching.

25. I think the student teaching experience could be extended for an entire year. The

first semester could just be to get acquainted to the classroom and students and

the second semester be about the teaching. With only teaching one semester,

you miss the beginning and/or ending year processes that the schools go through.

Seeing an entire school year would help student teachers prepare more for their

first year of solo teaching.

26. I would like to see more methods of teaching being taught to us.

27. Administration

28. I would welcome opportunities for further professional development in all areas of

teacher preparation. I think that it's foolish to believe I know everything, as I can

constantly be learning more about how to be a great teacher.

29. short lesson plans

30. Block V

31. Classroom experiance. Lesson and Unit planning need much more development.

They are not consistant from one block to another. Students need to start building

units and lessons sooner and actually be judged on them like they will be for

student teaching.

32. More classroom management practical application.

33. I would like more knowledge on discipline. I feel like we covered the material

briefly. I would like more eamples and ways to handle the discipline problems.

Basically we need more options for punishment.

34. Discipline

35. More curriculum building.

Please complete the following demographic items to the best of your ability. 31. In what type of community was the school where you did your student teaching?

Metropolitan Town Suburban Rural Non-response Total

4 (5.6%) 19 (26.8%) 7 (9.9%) 21 (29.6%) 20 (28.2%) 71 (100.0%)

32. At what grade level did you teach during your student teaching placement? (Check all that apply)

K 1 2 3 4 5 6

9 (12.7%) 10 (14.1%) 11 (15.5%) 9 (12.7%) 14 (19.7%) 10 (14.1%) 9 (12.7%)

7 8 9 10 11 12

10 (14.1%) 13 (18.3%) 13 (18.3%) 13 (18.3%) 14 (19.7%) 14 (19.7%)

- 18 -

33. What computer access did you have in your classroom?

Computer with fast Internet connection

Computer with slow Internet connection (i.e., dial-up)

Computer with no Internet connection

No Computer

Non-response

Total

44 (62.0%) 7 (9.9%) 0 (0.0%) 1 (1.4%) 19 (26.8%) 71 (100.0%)

34. What was the availability of a computer lab in your school?

Computer lab with enough

computers for each student

Computer lab without enough computers for each student

No computer lab Non-response Total

46 (64.8%) 6 (8.5%) 1 (1.4%) 18 (25.4%) 71 (100.0%)

35. What was the average number of class(es) that you taught each day?

1 2 3 4 5 6

10 (14.1%) 4 (5.6%) 4 (5.6%) 4 (5.6%) 18 (25.4%) 10 (14.1%)

7 8 9 10 Non-response Total

3 (4.2%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 18 (25.4%) 71 (100.0%)

36. What was the average number of students in each class?

1-5 6-10 11-15 16-20 21-25 26-30 31-35 Non-

response Total

0 (0.0%) 2 (2.8%) 5 (7.0%) 14 (19.7%) 23 (32.4%) 8 (11.3%) 1 (1.4%) 18 (25.4%) 71 (100.0%)

37. Estimate the number of students in your class(es) belonging to each group:

0 1-5 6-10 11-15 16-20 21-30 31-40 41-50

English as a second language (ESL)

15 (21.1%) 28 (39.4%) 5 (7.0%) 2 (2.8%) 1 (1.4%) 2 (2.8%) 0 (0.0%) 0 (0.0%)

Gifted and talented (G/T)

11 (15.5%) 34 (47.9%) 2 (2.8%) 1 (1.4%) 1 (1.4%) 2 (2.8%) 0 (0.0%) 0 (0.0%)

Receiving free or reduced lunch

0 (0.0%) 11 (15.5%) 17 (23.9%) 12 (16.9%) 7 (9.9%) 2 (2.8%) 0 (0.0%) 0 (0.0%)

Learning disabled (LD)

1 (1.4%) 38 (53.5%) 6 (8.5%) 4 (5.6%) 3 (4.2%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Attention deficit hyperactivity disorder (ADHD)

4 (5.6%) 30 (42.3%) 12 (16.9%) 3 (4.2%) 3 (4.2%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Emotionally handicapped (EH)

22 (31.0%) 25 (35.2%) 4 (5.6%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Other 25 (35.2%) 5 (7.0%) 2 (2.8%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

If other please specify group: 1. Autism Spectrum Disorder

2. IEP's in reading or writing.

3. OHI, ASD, MI

4. Physically disabled

5. Autism

- 19 -

38. Estimate the number of students in your class(es) belonging to each racial/ethnic

group.

0 1-5 6-10 11-15 16-20 21-30 31-40 41-50

American Indian or Alaskan Native

42 (59.2%) 6 (8.5%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Asian or Pacific Islander or Asian American

33 (46.5%) 11 (15.5%) 3 (4.2%) 0 (0.0%) 1 (1.4%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Black or African American, Non-Hispanic

11 (15.5%) 34 (47.9%) 2 (2.8%) 1 (1.4%) 1 (1.4%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Mexican American 15 (21.1%) 25 (35.2%) 9 (12.7%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

Latin American or other Hispanic

20 (28.2%) 20 (28.2%) 6 (8.5%) 1 (1.4%) 0 (0.0%) 0 (0.0%) 1 (1.4%) 0 (0.0%)

White, Non-Hispanic

2 (2.8%) 8 (11.3%) 11 (15.5%) 12 (16.9%) 12 (16.9%) 0 (0.0%) 5 (7.0%) 0 (0.0%)

Other 25 (35.2%) 2 (2.8%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%)

If "other" please specify group:

1. Indian, European

39 - 51. Please read each of the following statements and indicate your degree of agreement with the statement using the following scale: Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree.

39. I was treated professionally by my Academic Advisor/Counseling staff.

Strongly Agree


Non-response

Total

34 (47.9%) 14 (19.7%) 3 (4.2%) 1 (1.4%) 1 (1.4%) 18 (25.4%) 71 (100.0%)

40. My Academic Advisor was Knowledgeable about the Teacher Education Program and university procedures.

Strongly Agree


Non-response

Total

25 (35.2%) 18 (25.4%) 6 (8.5%) 1 (1.4%) 2 (2.8%) 19 (26.8%) 71 (100.0%)

41. My Academic Advisor was available.

Strongly Agree


Non-response

Total

26 (36.6%) 16 (22.5%) 8 (11.3%) 1 (1.4%) 2 (2.8%) 18 (25.4%) 71 (100.0%)

42. My Academic Advisor was responsive to my needs.

Strongly Agree


Non-response

Total

26 (36.6%) 18 (25.4%) 6 (8.5%) 2 (2.8%) 1 (1.4%) 18 (25.4%) 71 (100.0%)

- 20 -

43. Other comments about my Academic Advisor/Counseling Staff.

1. [NAME] has responded to my emails within a few days and has answered any questions I

have had in the past. She has been excellent throughout my 4.5 years of college!

2. She was great!

3. I felt like there was a few times when I was hurt by decisions she made for me. I did not feel

guided by her at times.

4. My advisor never remembered who I was and always thought I was in elementary education

when I have been in Social Studies for all 4 years. Also, she was unaware of the classes I was

taking and the Praxis exam I had completed and passed.

5. [NAME] is a horrible academic advisor who puts her thoughts into words way too often. She

tells her her opinions of your personal life and is extremely nosy. I despise as an advisor and

am offended that Purdue would hire someone such as her.

6. I felt that my academic advisor screwed me over several times. She did not encourage me to

take the appropriate amount of class hours so I fell behind and had to make up hours in the

summer to graduate in 4 years. She also told me halfway through a semester that my grade

for one class determined if I'd graduate (no previous warning). She often didn't know classes

and would tell me to research it myself. I just felt like I had to do everything myself.

7. This survey is not for early ed majors. The whole education department is only worried about

elementary education within all of the surveys and things sent out.

8. Without [NAME] and the support of [NAME], I don't think I would be in the position I am in now.

Thank you!

9. [NAME] deserves to be a full professor. I am glad she is. / / [NAME] deserves a big raise and

all kinds of recognition.

10. [NAME] - Thanks :)

11. My academic advisor is so nice and awesome at what she does! Thank you, [NAME]!!!

12. Wonderful Staff!

13. [NAME] was great! I was sad to hear that she left!

14. I worked with my Academic Advisor mainly for scheduling. Other than that I didn't work with

her.

15. I felt like a file and not like a person. I had to look out for myself by researching everything

before walking into a meeting.

16. [NAME] was friendly at times. I never knew how she was going to be going into her office. I

went to a private college my freshman year, and by the time I decided to transfer to Purdue, it

was too late for me to get in the following semester. Therefore, I attended Ivy Tech for a

semester. At Ivy Tech, they signed me up for classes that would not transfer to Purdue. I was

completely unaware of this. Upon meeting [NAME] for the first time, she treated me almost as

if I was stupid for taking those classes, when there was no way for me to know otherwise.

While she was able to get a few of them to count, the others didn't, and I didn't appreciate

being treated like I was ignorant for not asking her before taking those classes. / / After a few

semesters at Purdue, I realized that since I transferred, I would not be able to graduate on

time. During Block 4, I asked her if I could wait to take Block 5 later so I wouldn't have a whole

year's gap between Block 5 and student teaching. She told me that once I started the Blocks, I

couldn't stop taking them. I took Block 5 in the Fall of 2008 and did not student teach until

Spring 2010. I had a whole year of not being in the clasroom, and my knowledge from Block 5

was not as fresh as I would have liked. Not only that, but I had friends in the same situation as

I, whose advisors were more than happy to let them take a break from Blocks. I felt that

[NAME] 's "advice" was poor and untrue. I was very frustrated by this situation. / / I do not

mean to make her sound like a bad advisor, because there were times that she was helpful.

But those two experiences, along with a few more, were enough to overshadow her

helpfulness in my mind.

17. Out of all the semesters of registering with my advisor I probably met with her 3 times. The

rest of the times another advisor had to register me because she was "sick." Also, I never felt

like I could go to her with questions or guidance.

- 21 -

18. Although I had a great relationship with my Academis Advisor, it seems like she just has a lot

of trouble relating to the students. Not to sound mean, but she has become the grumpy old

lady that some people are afraid to approach.

19. I really appreciated having my advisor available to me. I was told that if I needed anything to

text him and he would get it resolved ASAP. He was down to Earth and always encouraging.

I am not the most confident person, so when he text me and told me I di really well after my

first review/evaluation, I was relieved and happy.

20. I felt like she wasn't as informed about math education than the first academic supervisor I

had.

21. Not yet have completed student teaching.

44. The University supervisor was helpful.

Strongly Agree


Non-response

Total

27 (38.0%) 21 (29.6%) 2 (2.8%) 1 (1.4%) 1 (1.4%) 19 (26.8%) 71 (100.0%)

45. Contacts with the university supervisor during the student teaching (including seminars, group meetings, conferences, visits, telephone calls, and e-mail messages) were adequate.

Strongly Agree


Non-response

Total

29 (40.8%) 18 (25.4%) 2 (2.8%) 4 (5.6%) 0 (0.0%) 18 (25.4%) 71 (100.0%)

46. The feedback provided to me by the university supervisor was of high quality.

Strongly Agree


Non-response

Total

33 (46.5%) 12 (16.9%) 2 (2.8%) 4 (5.6%) 0 (0.0%) 20 (28.2%) 71 (100.0%)

47. The cooperating teacher was prepared to work with me.

Strongly Agree


Non-response

Total

38 (53.5%) 8 (11.3%) 3 (4.2%) 1 (1.4%) 1 (1.4%) 20 (28.2%) 71 (100.0%)

48. The cooperating teacher was helpful in my development as an effective teacher.

Strongly Agree


Non-response

Total

41 (57.7%) 10 (14.1%) 2 (2.8%) 0 (0.0%) 0 (0.0%) 18 (25.4%) 71 (100.0%)

49. School-based administrators and other school personnel assisted with matters outside the classroom (e.g., orientation, meetings, finding materials, counseling, etc.).

Strongly Agree


Non-response

Total

29 (40.8%) 16 (22.5%) 5 (7.0%) 2 (2.8%) 0 (0.0%) 19 (28.4%) 71 (100.0%)

- 22 -

50. The online student teaching application was easy to execute. Strongly


Strongly Disagree

Non-response

Total

21 (29.6%) 23 (32.4%) 7 (9.9%) 1 (1.4%) 0 (0.0%) 19 (28.4%) 71 (100.0%)

51. I was treated professionally by the Office of Field Experiences staff.

Strongly Agree


Non-response

Total

24 (33.8%) 22 (31.0%) 7 (9.9%) 0 (0.0%) 0 (0.0%) 18 (25.4%) 71 (100.0%)

Please complete the following items by checking the statement below each question that most reflects your response. 52. How many times did the university supervisor observe your teaching?

1 2 3 4 5 6 or more Non-

response Total

1 (1.4%) 1 (1.4%) 2 (2.8%) 8 (11.3%) 8 (11.3%) 31 (43.7%) 20 (28.2%) 71 (100.0%)

53. What was the average length of time the university supervisor spent observing you

during a student teaching site visit?

Less than

30 minutes 30 minutes to 1 hour

More than 1 hour

Other Non-

response Total

2 (2.8%) 38 (53.5%) 11 (15.5%) 0 (0.0%) 20 (28.2%) 71 (100.0%)

54. How often did the cooperating teacher and you engage in planning and critiquing conferences?

Daily 2-4 times per week

Once per week

Less than once per week

Non-response Total

21 (29.6%) 19 (26.8%) 8 (11.3%) 2 (2.8%) 21 (29.6%) 71 (100.0%)

55. Please tell us about your future plans.

I have accepted

a teaching job

I am still seeking

a teaching job

I have accepted

a non-teaching job.

I am still seeking a non-

teaching job.

I am continuing

with my schooling

Other Non-

response Total

3 (4.2%) 41 (57.7%) 1 (1.4%) 2 (2.8%) 3 (4.2%) 1 (1.4%) 20 (28.2%) 71 (100.0%)

If "other" please specify:

1. Going to grad school to study Arts Administration

2. Not yet have begun student teaching.

56. Where do you expect to reside after graduation (or program completion)?

Indiana - Urban/Suburban

community

Indiana - Rural/Town community

Out of State - Urban/Suburban

community

Out of state - Rural/Town community

I don't know

Non-response

Total

7 (9.9%) 14 (19.7%) 13 (18.3%) 6 (8.5%) 12 (16.9%) 19 (26.8%) 71 (100.0%)

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57. What is your major?

Major # of

Graduates Major

# of Graduates

Agricultural Education 2 (2.8%) Mathematics Education 3 (4.2%)

Biology Education 1 (1.4%) Special Education 1 (1.4%)

Chemistry Education 1 (1.4%) Special Education and Elementary Education Dual Major

0 (0.0%)

Early Childhood Education and Exceptional Needs

1 (1.4%) Social Studies Education 6 (8.5%)

Earth/Space Sciences Education 0 (0.0%) Spanish Education 0 (0.0%)

Elementary Education 27 (38.0%) Engineering/Technology Education

1 (1.4%)

English Education 1 (1.4%) Visual Arts Education 2 (2.8%)

Family and Consumer Sciences Education

3 (4.2%) Other 2 (2.8%)

Physical Education and Health Education

3 (4.2%) Non-Response 17 (23.9%)

Total 71 (100.0%)

Other secondary education major/discipline - please specify:

1. Mild Elementary and Secondary Special Education

2. Spanish Language and Literature

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