C OMMON E NTRANCE S URVEY R ESULTS :
T EACHER E DUCATION S TUDENTS P URSUING M USIC E NTERING IN 2012-2013
O CTOBER 2012
The Common Entrance Survey was administered in the fall of the 2012-13 school year to all incoming students enrolled in teacher preparation at the
University of Connecticut’s Neag School of Education. This report presents results of this survey for 4 Music students enrolled in the Integrated
Bachelors/Masters (IB/M) program.
 The majority (75.0%) of respondents identified themselves as male.
 While all 4 respondents grew up in a home where no language other than English was spoken, 2 report being able to speak a language other than English.
 All respondents attended a public high school.
 The majority of respondents report that they attended high school in a suburban location (75.0%), and half reported their student body consisted primarily of white students (50.0%).
 Results indicate that 100% of respondents’ mothers and 75.0% of respondents’ fathers have attained an education level of college completion or beyond..
In addition to demographic information, this report includes information regarding respondents’ confidence in practicing with ELL students and students with disabilities, as well as in following assessment practices.
In addition, a thematic analysis was conducted on students’ qualitative responses to the following open-ended question: “Aside from getting a teaching job, what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag
School?” A total of 21 common themes emerged from responses across both teacher education programs. Of these, 3 were cited by students in the field of music education. Overall, students in music education felt their most important achievements in the program would be to gain a strong understanding of their content area, to become a meaningful member of society, and to become a successful teacher. The table on the next page further elaborates these themes.

Aside from getting a teaching job, what do you feel will be your most important achievements and/or accomplishments in the Teacher
Education Program at the Neag School?
Theme
Content area knowledge
Definition
Participant hopes to have a strong understanding of his/her content area (e.g., math, science, Spanish).
#
1/4
Meaningful member of society
Successful teacher
Become an overall meaningful member of society
Participant hopes to become a successful teacher.
1/4
1/4
%
14.29%
Example
“As a music education major, I feel that artistic development and technical mastery of my instrument will be my most important achievements.”
14.29%
14.29%
“I will learn skills that will not only better me as a teacher but as an individual in society.”
“I will learn skills that will not only better me as a teacher but as an individual in society.”

Answer
Male
Female
Answer
White/Caucasian
Answer
English
Answer
No
Yes
Appendix A:
IB/M Music Education
Gender:
Count
3
1
Race/ethnicity:
Count
4
Primary language spoken in your childhood home:
Count
4
Can you speak any language other than English?
Count
2
2
Highest level of education attained by your mother:
Answer
Completed college
Completed graduate school
Count
2
1
Some graduate school 1
Answer
Completed college
Some college
Some graduate school
Highest level of education attained by your father:
Count
2
1
1
Percent
75.00%
25.00%
Percent
100.00%
Percent
100.00%
Percent
50.00%
50.00%
Percent
50.00%
25.00%
25.00%
Percent
50.00%
25.00%
25.00%

Answer
Public
Answer
Rural
Suburban
What type of high school did you attend?
Count
4
How would you describe the location of your high school?
Count
1
3
Percent
100.00%
Percent
25.00%
75.00%
How would you describe the racial/ethnic composition of your high school?
Answer
A mixture of both white and non-white students
Count
2
Primarily white students 2
Percent
50.00%
50.00%
ELL Students
The next several questions refer to your preparation for working with English language learners (ELL) students.
I am prepared to tailor instructional and other services to the needs to ELL students.
Strongly
Disagree Disagree Neutral Agree
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
Strongly
Agree
1
(50.00%)
Average
Rating
4
I possess a clear understanding of the language demands of the content area that I will teach.
I am knowledgeable of teaching strategies and instructional practices for ELL students that are developmentally appropriate.
I am knowledgeable of alternate ways of giving feedback.
I am knowledgeable of teaching practices that are attuned to students’ language proficiencies and cognitive levels.
I am knowledgeable of teaching practices that are culturally supportive and relevant.
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%) 4.5
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
3.5
4.5
0
(0.00%)
1
(50.00%) 4
1
(50.00%)
1
(50.00%) 4.5

If I try hard, I can get through to most of the ELL students.
I am confident in my ability to handle most discipline problems with ELL students.
I am confident in my ability to teach all ELL students to high levels.
I am confident I am making a difference in the lives of my students.
Strongly
Disagree Disagree Neutral Agree
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
Strongly
Agree
Average
Rating
1
(50.00%) 4.5
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%) 3.5
1
(50.00%)
1
(50.00%)
1
(50.00%) 4.5
1
(50.00%)
1
(50.00%)
0
4.5
(0.00%) 3.5 I am uncertain how to teach some of my ELL students.
I feel confident I can provide a positive learning environment and create a climate characterized by high expectations.
I am confident in my skills to effectively communicate with parents and guardians of ELL students.
I am confident in my skills to provide alternative/performance assessments to ELL students.
I feel confident in providing linguistically and culturally appropriate learning experiences for ELL students.
ELL students in the general education classroom setting slows down the progress of the other students in the class.
Inclusion of ELL students in general education classes is good in theory, but does not work in the real world.
Immigrant parents do not try to learn English.
In order for ELLs to learn English, their parents should attempt to speak English.
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
2
(100.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
4.5
3.5
4.5
4.5
3
2.5
0
(0.00%) 2.5
1
(50.00%)
1
(50.00%) 4.5
Students with Disabilities
Physically prepare space and materials needed to deliver instruction
How confident are you in your ability to do the following?
Moderately Slightly
Unconfident Unconfident
Slightly
Confident
0
(0.00%)
0
(0.00%)
0
(0.00%)
Moderately
Confident
Very
Confident
2
(100.00%)
0
(0.00%)

Design lesson plans to provide all learners access to the general curriculum
Moderately Slightly
Unconfident Unconfident
Slightly
Confident
0
(0.00%)
0
(0.00%)
0
(0.00%)
Modify lesson plans to address the needs of students with disabilities
0
(0.00%)
0
(0.00%)
1
(50.00%)
Moderately
Confident
Very
Confident
2
(100.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
Maintain a structured learning environment
Use a small number of positively stated expectations
Reinforce appropriate behavior
Respond to inappropriate behavior
Implement individualized behavior strategies for students with disabilities
Introduce lesson content
Maximize student engagement
Provide performance-based feedback
Review lesson content at the end of instruction
Teach lesson content relevant to the student population
Assess student ability and/or knowledge prior to instruction
Assess student outcomes related to the student's IEP during instruction
Assess student response to instruction
Uphold high standards of competence in the practice of the profession
Uphold high standards of integrity in the practice of the profession
Use evidence to guide exercise/exercising sound judgment in the practice of the profession
Engage in professional activities related to continuous learning and advocacy
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
2
(100.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
2
(100.00%)
2
(100.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
2
(100.00%)

Collaborate respectfully with all stakeholders
Moderately Slightly
Unconfident Unconfident
Slightly
Confident
0
(0.00%)
Assessments
0
(0.00%)
0
(0.00%)
Moderately
Confident
1
(50.00%)
Very
Confident
1
(50.00%)
How confident are you in your ability to do the following?
Not at all
Confident
Moderately
Unconfident
Slightly
Unconfident
Slightly
Confident
Moderately
Confident
Very
Confident
Activities Occurring Prior to Instruction
Understanding students' cultural backgrounds, interests, skills, and abilities as they apply across a range of learning domains and/or subject areas
Understanding students' motivations and their interests in specific class content
Clarifying and articulating the performance outcomes expected of pupils
Planning instruction for individuals or groups of students
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
Activities Occurring During Instruction
Monitoring pupil progress toward instructional goals
Identifying gains and difficulties pupils are experiencing in learning and performing
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
2
(100.00%)
1
(50.00%)
1
(50.00%) Adjusting instruction
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Giving contingent, specific, and credible praise and feedback
Motivating students to learn
Judging the extent of pupil attainment of instructional outcomes
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
2
(100.00%)
0
(0.00%)
0
(0.00%)
Activities Occurring After the Appropriate Instructional Segment (e.g. lesson, class, semester, grade)
0
(0.00%)
1
(50.00%)
2
(100.00%)
Describing the extent to which each pupil has attained both short- and long-term instructional goals
Communicating strengths and weaknesses based on assessment results
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
2
(100.00%)
1
(50.00%)
0
(0.00%)
1
(50.00%)

to students, and parents or guardians
Recording and reporting assessment results for school-level analysis, evaluation, and decision-making
Not at all
Confident
0
(0.00%)
Moderately
Unconfident
0
(0.00%)
Slightly
Unconfident
1
(50.00%)
Slightly
Confident
0
(0.00%)
Moderately
Confident
1
(50.00%)
Very
Confident
0
(0.00%)
Analyzing assessment information gathered before and during instruction to understand each student's progress to date and to inform future instructional planning
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
Evaluating the effectiveness of instruction
Evaluating the effectiveness of the curriculum and materials in use
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
Activities Associated with a Teacher's Involvement in School Building and School District Decision-Making
1
(50.00%)
0
(0.00%)
0
(0.00%)
Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students
Working on the development or selection of assessment methods for school building or school district use
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
Evaluating school district curriculum
Other (e.g., school improvement planning)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
0
(0.00%)
Serving on a state committee asked to develop learning goals and associated assessment methods
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
Interpreting the results of state and national student assessment programs
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(50.00%)
For each of the listed statements, indicate if it is a focus in the CCSS:
1
(50.00%)
0
(0.00%)
2
(100.00%)
0
(0.00%)
1
(50.00%)
1
(50.00%)
1
(50.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)

Present increasingly complex information through speaking
Present increasingly complex information through speaking
I don’t know
2
(100.00%)
2
(100.00%)
Read seminal works of American literature
Conduct short research on focused projects
Read writings of Shakespeare
Present increasingly complex information using media
Read writings of Shakespeare
Present increasingly complex information using media
2
(100.00%)
According to the CCSS, please indicate the grade level focus for each of the listed statements.
2
(100.00%)
Number and operations
Gr K
0
(0.00%)
1-5
0
(0.00%)
6-8
0
(0.00%)
Not a
9-12 All grades focus area
0
(0.00%)
1
(100.00%)
0
(0.00%)
Probability and number sense
Functions
Geometry
Mathematical modeling
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
1
(100.00%)
1
(100.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%) Statistics to analyze empirical situations
Number core (learning how numbers correspond to quantities, and learning how to put numbers together and take them apart)
0
(0.00%)
0
(0.00%)
0
(0.00%)
2
(100.00%)
2
(100.00%)
2
(100.00%)
2
(100.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
Foundation in whole numbers
Multiplication
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)

Decimals
Conceptual understanding of math concepts
Use quantities and their relationships in economic situations
Use of quantities and their relationships in economic situations
Text complexity
Reading text in literature
Reading writings of Shakespeare
Present increasingly complex information using media
Reading text for information
1-5
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Gr K
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
6-8
0
(0.00%)
Not a
9-12 All grades focus area
0
(0.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
1
(100.00%)
1
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)