Measures of Success
Student Teaching Survey Reports
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).
Overall Survey Results
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.
|Q1: Assume classroom teaching responsibilities||4.47||4.39||4.51||4.49||4.43||4.41|
|Q2: Integrate state academic standards into lesson plans||4.31||4.2||4.38||4.36||4.37||4.37|
|Q3: Plan assessments to monitor student growth||4.31||4.2||4.25||4.14||4.24||4.13|
|Q4: Utilize assessment data to guide instruction||4.13||3.91||4.16||4.1||4.18||4.13|
|Q5: Provide feedback to guide students’ further learning||--||--||4.38||4.34||4.38||4.35|
|Q6: Individualize and differentiate instruction to reach all students||4.18||4.07||4.25||4.09||4.09||4.11|
|Q7: Manage classroom||--||--||4.05||4.01||3.81||4.03|
|Q8: Student teach in my subject/content area||--||--||4.64||4.48||4.47||4.53|
|Q9: Assume professional teaching responsibilities, such as working with parents||--||--||4.21||4.24||4.1||4.21|
Over the three years, there has been a strong response rate from both sets of stakeholders. Consistent strengths noted by both the candidates and their supervising teachers over these three years 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. Candidates and supervising teachers were specifically asked about candidates’ preparedness to “Individualize and differentiate instruction to teach all students.” This area was the second lowest area of confidence for teacher candidates, with the exception of special education candidates at both the elementary and secondary levels. These candidates consistently ranked their ability to individualize and differential instruction as higher than most other areas of preparation. The area in which both sets of stakeholders believe that candidates are less 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.