At the end of each student teaching placement, both the candidates and their supervising teachers are asked to complete a survey to rate the quality of preparation for the field, as well as the effectiveness of the university supervisor, and processes set by the Office of Clinical Experiences. Stakeholders are asked questions requiring Likert scale rankings, as well as those allowing for qualitative responses. The responses range from 1 (strongly disagree) to 5 (strongly agree).
The surveys completed by both teacher candidates and supervising teachers at the end of the student teaching placement include similar questions as to their perceived preparation/readiness for student teaching. The results of these surveys for the three reporting years are presented below.
| 2018-19 | 2019-20 | 2020-21 | ||||
| Question | Cand. | Tchr. | Cand. | Tchr. | Cand. | Tchr. |
| Q1: Assume classroom teaching responsibilities | 4.32 | 4.41 | 4.63 | 4.26 | 4.42 | 4.55 |
| Q2: Integrate state academic standards into lesson plans | 4.41 | 4.41 | 4.69 | 4.38 | 4.54 | 4.55 |
| Q3: Plan assessments to monitor student growth | 4.16 | 4.22 | 4.43 | 4.13 | 4.34 | 4.30 |
| Q4: Utilize assessment date to guide instruction | 4.07 | 4.24 | 4.46 | 4.16 | 4.15 | 4.27 |
| Q5: Provide feedback to guide students' further learning | 4.35 | 4.34 | 4.58 | 4.44 | 4.44 | 4.55 |
| Q6: Individualize and differentiate instruction to reach all students | 4.21 | 4.23 | 4.32 | 4.11 | 4.08 | 4.23 |
| Q7: Manage classroom | 3.87 | 4.01 | 4.21 | 3.79 | 3.90 | 4.14 |
| Q8: Student teach in my subject/content area | 4.50 | 4.51 | 4.68 | 4.44 | 4.58 | 4.70 |
| Q9: Assume professional teaching responsibilities, such as working with parents | 4.10 | 4.27 | 4.37 | 4.17 | 4.15 | 4.41 |
| Respondents | 179 | 255 | 108 | 126 | 104 | 136 |
| Total Population | 330 | 379 | 307 | 347 | 315 | 320 |
| Response Rate | 54% | 67% | 35% | 36% | 33% | 43% |
Over the three years, the response rate decreased in 2019-2020 from the previous two years with both sets of stakeholders. Consistent strengths noted by both the candidates and their supervising teachers over the three year period include preparation to assume classroom teaching responsibilities, to teach their subject/content area, to integrate state college and career-ready standards into lesson plans, and to provide feedback to guide students’ further learning. The area in which both sets of stakeholders believe that candidates are the least prepared is in the area of classroom management. Overall, both the teacher candidates’ and supervising teachers’ ratings consistently were agree to strongly agree with respect to the candidates’ preparation to student teach, with a few exceptions.
