TEACHER EDUCATION PROGRAM: COMMON EXIT RESULTS FOR TCPCG IN HARTFORD
August 2009
The Common Exit Survey was administered to graduating students enrolled in the University of Connecticut’s Neag
School of Education School’s Teacher Certification Program for College Graduates (TCPCG) enrolled in Hartford. This
report presents the 2009 survey results.
1
4. Please indicate your level of satisfaction with your teacher preparation program by responding to the items.
(27 Responses)
Neither
Very
Moderately
Slightly
Slightly
Dissatisfied
Dissatisfied Dissatisfied Dissatisfied
Satisfied
nor Satisfied
Moderately
Satisfied
Very
Satisfied
a) The learning
environment
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (3.70%)
5 (18.52%) 21 (77.78%)
b) With
amount of
learning
0 (0.00%)
0 (0.00%)
1 (3.70%)
0 (0.00%) 2 (7.41%)
6 (22.22%) 18 (66.67%)
c) Caliber of
the faculty
0 (0.00%)
0 (0.00%)
1 (3.70%)
0 (0.00%) 0 (0.00%)
15 (55.56%) 11 (40.74%)
d) Clinical
placements
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (3.70%) 2 (7.41%)
10 (37.04%) 14 (51.85%)
e)
Relationships
with your
instructors
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (3.70%) 1 (3.70%)
8 (29.63%) 17 (62.96%)
f) Levels of
supervisory
support
0 (0.00%)
1 (3.70%)
0 (0.00%)
1 (3.70%) 0 (0.00%)
5 (18.52%) 20 (74.07%)
5. Sometimes students get similar messages from their university faculty and their clinical placement regarding
the best ways to teach students. Other times these messages are different. Please indicate the response that
best describes how similar the messages were that you received in your teacher preparation program and
clinical placement by responding to the following items: (27 Responses)
Very
Different
Moderately
Different
Slightly
Different
Slightly
Similar
Moderately
Similar
Very Similar
a. Curriculum to cover
1 (3.70%)
1 (3.70%)
2 (7.41%)
3 (11.11%)
7 (25.93%)
13 (48.15%)
b. Classroom
management issues
0 (0.00%)
2 (7.41%)
3 (11.11%)
1 (3.70%)
14 (51.85%)
7 (25.93%)
c. Planning lessons
2 (7.41%)
1 (3.70%)
2 (7.41%)
3 (11.11%)
12 (44.44%)
7 (25.93%)
e. Individualizing
instruction for
students
1 (3.70%)
0 (0.00%)
2 (7.41%)
2 (7.41%)
11 (40.74%)
11 (40.74%)
f. Motivating students
0 (0.00%)
0 (0.00%)
1 (3.70%)
4 (14.81%)
10 (37.04%)
12 (44.44%)
2
C. Aspects of Teaching. Please respond to the following items to indicate your confidence in different aspects of your
teaching as you are completing your teacher preparation program.(27 Responses)
Not At All
Confident
Slightly
Confident
Confident
Moderately
Confident
Very
Confident
a) Provide stimulating lessons for students
0 (0.00%)
1 (3.70%)
4 (14.81%)
10 (37.04%)
12 (44.44%)
b) Motivate students to participate in
academic tasks
0 (0.00%)
1 (3.70%)
5 (18.52%)
10 (37.04%)
11 (40.74%)
c) Change the way to present material to
accommodate the learning needs of all
students
0 (0.00%)
3 (11.11%)
3 (11.11%)
12 (44.44%)
9 (33.33%)
d) Create learning experiences that are
meaningful to students
0 (0.00%)
0 (0.00%)
4 (14.81%)
11 (40.74%)
12 (44.44%)
e) Know what procedures to follow if you
believe a student has a disability
1 (3.70%)
4 (14.81%)
3 (11.11%)
10 (37.04%)
9 (33.33%)
f) Implement a variety of teaching
strategies to reach students who are not
native English speakers
3 (11.11%)
6 (22.22%)
7 (25.93%)
7 (25.93%)
4 (14.81%)
g) Teach even the most challenging
students
1 (3.70%)
5 (18.52%)
7 (25.93%)
6 (22.22%)
8 (29.63%)
h) Effectively address classroom
management issues
0 (0.00%)
2 (7.41%)
5 (18.52%)
12 (44.44%)
8 (29.63%)
i) Get along well with students who
struggle with behavioral issues in school
0 (0.00%)
1 (3.70%)
6 (22.22%)
8 (29.63%)
12 (44.44%)
j) Facilitate learning for all of your
students
0 (0.00%)
0 (0.00%)
5 (18.52%)
11 (40.74%)
11 (40.74%)
k) Adapt curriculum to accommodate
individual differences
0 (0.00%)
1 (3.70%)
5 (18.52%)
11 (40.74%)
10 (37.04%)
l) Develop a strong rapport with your
students
0 (0.00%)
0 (0.00%)
3 (11.11%)
4 (14.81%)
20 (74.07%)
m) Teach students with different cultural
backgrounds from your own
0 (0.00%)
0 (0.00%)
2 (7.41%)
12 (44.44%)
13 (48.15%)
n) Integrate educational technology into
your lessons
0 (0.00%)
1 (3.70%)
4 (14.81%)
9 (33.33%)
13 (48.15%)
3
o) Effectively teach special education
students
0 (0.00%)
7 (25.93%)
2 (7.41%)
10 (37.04%)
7 (25.93%)
p) Respect cultural backgrounds different
from your own
0 (0.00%)
0 (0.00%)
3 (11.11%)
5 (18.52%)
19 (70.37%)
q) Use effective classroom assessment
strategies
0 (0.00%)
0 (0.00%)
3 (11.11%)
13 (48.15%)
11 (40.74%)
r) Use formalized assessment (i.e., CMT,
CAPT, norm-referenced) results
0 (0.00%)
4 (14.81%)
7 (25.93%)
9 (33.33%)
7 (25.93%)
s) Develop a strong rapport with parents
of your students
0 (0.00%)
2 (7.41%)
4 (14.81%)
9 (33.33%)
12 (44.44%)
t) Use computers effectively in the
classroom
0 (0.00%)
1 (3.70%)
5 (18.52%)
8 (29.63%)
13 (48.15%)
u) Help your students better learn to use
technology
0 (0.00%)
1 (3.70%)
4 (14.81%)
10 (37.04%)
12 (44.44%)
v) Know all the content that you will be
required to teach to your students
1 (3.70%)
1 (3.70%)
6 (22.22%)
5 (18.52%)
14 (51.85%)
w) Prepare physically space and materials
to deliver instructions
1 (3.70%)
0 (0.00%)
5 (18.52%)
8 (29.63%)
13 (48.15%)
x) Design lesson plans to provide all
learners access to the general curriculum
0 (0.00%)
0 (0.00%)
4 (14.81%)
9 (33.33%)
14 (51.85%)
y) Modify lesson plans to address needs of
students with disability
0 (0.00%)
2 (7.41%)
4 (14.81%)
7 (25.93%)
14 (51.85%)
z) Maintain a structrured learning
environment
0 (0.00%)
0 (0.00%)
4 (14.81%)
9 (33.33%)
14 (51.85%)
aa) Use a small number of positively
stated expectations
0 (0.00%)
0 (0.00%)
4 (14.81%)
9 (33.33%)
14 (51.85%)
bb) Reinforce appropriate behavior
0 (0.00%)
0 (0.00%)
4 (14.81%)
9 (33.33%)
14 (51.85%)
cc) Respond to inappropriate behavior
0 (0.00%)
2 (7.41%)
5 (18.52%)
12 (44.44%)
8 (29.63%)
dd) Implement individualized behavior
strategies for students with disabilites
0 (0.00%)
3 (11.11%)
7 (25.93%)
7 (25.93%)
10 (37.04%)
ee) Introduce lesson content
0 (0.00%)
0 (0.00%)
4 (14.81%)
11 (40.74%)
12 (44.44%)
ff) Maximize student engagement
0 (0.00%)
1 (3.70%)
5 (18.52%)
13 (48.15%)
8 (29.63%)
4
gg) Provide performance-based feedback
0 (0.00%)
0 (0.00%)
3 (11.11%)
12 (44.44%)
11 (40.74%)
hh) Review lesson content at the end of
instruction
0 (0.00%)
2 (7.41%)
3 (11.11%)
8 (29.63%)
14 (51.85%)
ii) Teach lesson content relevant to
student population
0 (0.00%)
0 (0.00%)
3 (11.11%)
8 (29.63%)
16 (59.26%)
jj) Assess student ability and/or
knowledge prior to instruction
0 (0.00%)
2 (7.41%)
4 (14.81%)
9 (33.33%)
12 (44.44%)
kk) Assess student outcomes related to
IEP during instruction
0 (0.00%)
4 (14.81%)
3 (11.11%)
12 (44.44%)
8 (29.63%)
ll) Assess student response to instruction
0 (0.00%)
1 (3.70%)
4 (14.81%)
7 (25.93%)
15 (55.56%)
mm) Uphold high standards of
competence and integrity and exercise
sound judgment in the practice of the
profession
0 (0.00%)
0 (0.00%)
3 (11.11%)
5 (18.52%)
19 (70.37%)
nn) Engage in professional activities
related to continuous learning and
advocacy
0 (0.00%)
0 (0.00%)
5 (18.52%)
9 (33.33%)
13 (48.15%)
oo) Collaborate respectfully with all
stakeholders
0 (0.00%)
0 (0.00%)
2 (7.41%)
10 (37.04%)
15 (55.56%)
7. Please rank the following items from 1 to 6 (1=your strongest skills or qualities as an educator and 6=your least
strong skills or qualities as an educator) (27 Responses)
Please rank the following: Each rating can only be selected once!
1
2
13 (48.15%)
9 (33.33%)
Assessment
1 (3.70%)
Classroom
3 (11.11%)
Ability to establish
rapport with students
3
5
1 (3.70%)
0 (0.00%)
3 (11.11%)
1 (3.70%) 2.04
4 (14.81%)
3 (11.11%)
3 (11.11%)
8 (29.63%)
8 (29.63%) 4.37
4 (14.81%)
3 (11.11%)
4 (14.81%)
3 (11.11%)
10 (37.04%) 4.11
5
6
Average
Rating
4
management skills
Command of content
knowledge
9 (33.33%)
4 (14.81%)
6 (22.22%)
3 (11.11%)
1 (3.70%)
4 (14.81%) 2.81
Lesson planning skills
1 (3.70%)
1 (3.70%)
11 (40.74%)
8 (29.63%)
5 (18.52%)
1 (3.70%) 3.67
Lesson
implementation skills
0 (0.00%)
5 (18.52%)
3 (11.11%)
9 (33.33%)
7 (25.93%)
3 (11.11%) 4.00
10. In what state will you be teaching? (26 Responses)
Option
Count
Percent
CT
22
84.6
HI
2
7.7
MN
1
3.8
NJ
1
3.8
26
100.0
Total:
6
15. For how many years do you think you will teach during your career? (27 Responses)
Option
Count
Percent
7
1
1
3.7
3
1
3.7
5
4
14.8
10
2
7.4
12
1
3.7
15
1
3.7
20
2
7.4
25
3
11.1
30
5
18.5
35
3
11.1
40+
4
14.8
27
100.0
Total:
17. If UConn were to make improvements to the teacher preparation program what would be the most important thing
for them to improve? Why? (23 Responses)
I have heard that there may be larger groups in next year's program. I would try to keep class sizes as they
were this year, as I think our group was particularly successful in this environment.
TCPCG program is great. NO CHANGES!
Consider reordering the summer courses - five weeks for the first set and six for the second set. I would
8
have preferred six weeks of the Exceptionalities course with Teacher A and six weeks of Content Methods
rather than General Methods.
Make sure new professors cover appropriate material with the ideology of the program in mind.
I thought the best teachers were the ones that were UConn Professors, and not the ones from school
systems.
Make the technology course a semester long, and get a different reading instructor.
The most important thing to improve is the placement of student teachers. Perhaps this could be done by
having discussions with potential cooperating teachers prior to placement, to check if they are suitable to
act as mentors to prospective teachers in the progressive UConn program. This is to ensure that
cooperating teachers and student teachers do not clash on every issue regarding lesson planning, grading,
classroom management, etc., etc. Of course there cannot be agreement on every issue, but it is
particularly difficult when cooperating teachers disagree with everything a student teacher believes in.
The last semester is too busy especially if people need to work, go to school, do your research, and try to
find a job. The work in the last semester does not seem very helpful towards becoming a teacher. The
seminar class needs to be more practical with less busy work. Also, student teaching placements are
meant to put students into a urban setting, but there should be more consideration as to how far one
must drive to get to their designated school since it is impossible to work to pay for gas money.
There needs to be a larger focus on the application and job search process. Although I have received
helpful tips, a lot of information is seemingly ambiguous.
More diversity in the type of placements. Urban AND suburban during the program.
I feel how to teach special education students in an inclusive classroom needs to be addressed more.
Perhaps teaching more strategies or approaches to teaching the curriculum in the classroom. I find it very
difficult to differentiate instruction and plan ahead for the students with special needs before I
implement a lesson. It is usually clearer to me what to do in retrospect.
Teaching resiliency skills to new teachers, especially for those who will teach in urban districts or low SES
areas.
Perhaps a little more technology oriented classes. Also, more lesson planning or content area instruction
(math, writing) classes for those in special education.
More clinical placements for TCPCG
Get away from doing so many small PowerPoint presentations... make the classes more about the
practical experiences we will have in the classroom... 15-20 minute presentations were way overdone,
especially for a year long program...
I would have liked a second student teaching placement in a different location so I could have gained
more experience and worked another school.
None, this program was a great experience!
9
Implement more instruction regarding students with disabilities. Show more examples of IEP's and
referral strategies. Discuss ways in which to differentiate instruction to meet the needs of all students.
The TCPCG program did not spend a lot of time talking about designing assessments for student. We
spent a lot of time lesson planning, but I think having additional discussions and assignments on the
subject of designing formal assessments would be extremely helpful, especially given the program's
emphasis on alternative assessments. For example, how to use a classroom debate or other complex,
interactive (non-written) activity to assess student knowledge (i.e. specifically how to implement that
assessment and grade it) would be helpful since we are being encouraged to move away from the
traditional, and arguably more straightforward, lecture/test pedagogy. How do we create engaging
assessments that also provide us with the hard data we need to be able to show students, parents,
administrators, etc. in order to be accountable for our students' progress in learning?
Stronger communication amongst the core faculty and the newer professors.
I think it would be helpful to have more special education classes for all general education teachers, as
well as special education classes that focused on inclusion and co-teaching strategies because that is the
reality of our profession.
nothing; it prepared me as well as possible
Developing some form of connection or bond between TCPCG students and the IB/M students.
E. Technology. We are interested in knowing more about how you feel towards the use of technology
in teaching. Please respond to the following items to indicate your confidence regarding the use of
educational technology.(27 Responses)
Not At All
Confident
Slightly
Confident
Confident
Moderately
Confident
Very
Confident
a. Provided instruction
to you on how to use
educational technology
0 (0.00%)
4 (14.81%)
6 (22.22%)
9 (33.33%)
8 (29.63%)
b. Using computers
effectively in your
classroom
0 (0.00%)
1 (3.70%)
5 (18.52%)
9 (33.33%)
12 (44.44%)
c. Using different types
of educational
technology
0 (0.00%)
4 (14.81%)
5 (18.52%)
10 (37.04%)
7 (25.93%)
D .Integrating
educational technology
into your lessons
0 (0.00%)
3 (11.11%)
5 (18.52%)
7 (25.93%)
12 (44.44%)
e. Having students
1 (3.70%)
1 (3.70%)
6 (22.22%)
8 (29.63%)
11 (40.74%)
10
better learn to using
technology
11
F. Teacher Dispositions. In this section, we would like to learn the degree to which you think you possess the following
characteristics. Please answer each question by selecting the most appropriate response. The online survey will
require response to each question (27 Responses)
Strongly
Disagree
Disagree
Strongly
Agree
Don't
Know
a. content
0 (0.00%)
0 (0.00%)
7 (25.93%)
20 (74.07%)
0 (0.00%)
b. theory
0 (0.00%)
2 (7.41%)
10 (37.04%)
14 (51.85%)
1 (3.70%)
c. pedagogy
0 (0.00%)
1 (3.70%)
11 (40.74%)
14 (51.85%)
1 (3.70%)
d. the use of technology to
enhance learning
0 (0.00%)
4 (14.81%)
12 (44.44%)
11 (40.74%)
0 (0.00%)
e. curiosity/intellectual
enthusiasm
0 (0.00%)
0 (0.00%)
3 (11.11%)
24 (88.89%)
0 (0.00%)
f. a desire to make the learning
process enjoyable
0 (0.00%)
0 (0.00%)
4 (14.81%)
23 (85.19%)
0 (0.00%)
g. a belief that all students can
learn
0 (0.00%)
0 (0.00%)
3 (11.11%)
24 (88.89%)
0 (0.00%)
h. the value of diversity in our
culture
0 (0.00%)
0 (0.00%)
3 (11.11%)
24 (88.89%)
0 (0.00%)
i. working with diverse student
population
0 (0.00%)
1 (3.70%)
8 (29.63%)
18 (66.67%)
0 (0.00%)
j. asking reflective questions
about important problems
0 (0.00%)
0 (0.00%)
10 (37.04%)
17 (62.96%)
0 (0.00%)
k. producing new instructional
methods
0 (0.00%)
1 (3.70%)
11 (40.74%)
15 (55.56%)
0 (0.00%)
l. using multiple methods to
enhance learning opportunities
0 (0.00%)
0 (0.00%)
6 (22.22%)
21 (77.78%)
0 (0.00%)
m. constructing knowledge
around the abilities, interests
and learning styles of all
students
0 (0.00%)
0 (0.00%)
9 (33.33%)
18 (66.67%)
0 (0.00%)
n. using varied methods to
assess student learning
0 (0.00%)
1 (3.70%)
7 (25.93%)
19 (70.37%)
0 (0.00%)
12
Agree
o. using differentiated
instruction
0 (0.00%)
2 (7.41%)
9 (33.33%)
16 (59.26%)
0 (0.00%)
p. using appropriate classroom
management
0 (0.00%)
2 (7.41%)
13 (48.15%)
12 (44.44%)
0 (0.00%)
q. collaborative learning
communities
0 (0.00%)
1 (3.70%)
9 (33.33%)
17 (62.96%)
0 (0.00%)
r. teaching students with
disabilities
1 (3.70%)
3 (11.11%)
13 (48.15%)
10 (37.04%)
0 (0.00%)
20. Do you feel the following are necessary? (27 Responses)
yes
no
a. Compassion, caring and a desire to develop
learners with that make a positive difference in
the world.
27 (100.00%)
0 (0.00%)
b. The use of ethical standards to make evidencebased decisions in the best interests of students
27 (100.00%)
0 (0.00%)
13
22. When did you decide that you wanted to become a teacher? (27 Responses)
Junior Year of Undergrad (2003)
Junior year in College
October 2007
2006
College
5th grade
I don't know specifically--around the age of 12 or 13
always been an option for me
Junior Year of College
Elementary School
middle school
Freshman in high school
high school
14
4 years ago
After college
College
I have been thinking about for a couple years
Last year
9th grade
In college
2 years ago
After working in the professional world for about 5
years in another profession
1998
High School and Undergrad
Since I was a child
college
After graduating college
23. Why did you decide to become a teacher?(25 Responses)
I wanted to have a positive impact on the lives of young people, and I enjoyed the study of physics, so I
thought it would be a good avenue to have that impact. I was also inspired by my high school physics
teacher.
I was teaching Hebrew for six years before starting the program and I absolutely love my job. I also wanted
to teach all the languages that I know to the future generation.
I took a substitute job and loved it!
Best way to incorporate my content area degree, love of learning, and sharing my interests with others.
To make a difference in the lives of Special Education students
I have a passion for learning that I love to share with others.
I want to share my knowledge and passion for my content area with others and try to make learning fun.
I have always worked with kids and through exploring other careers I discovered that it was most desirable
15
and fit me best.
My dad is a teacher. I loved science and I loved school. It was an easy decision and one I have never looked
back from.
wanted to be a professor of education, and change the way math was taught because I thought my class
was boring
I really enjoyed the subject of English and discussing it with others. I also had younger siblings and
enthusiastically enjoyed helping them and their friends with English-related work. I also love working with
children and participated in a great deal of volunteer work with children while in high school.
because I wanted to pursue a career as a Professor of Math Education and reform the math curriculum
To improve the sometimes negative images of students in low SES communities and make a positive
difference in these student's lives.
I did some work in the field and thought I might pursue it. I plan to continue my education in the future and
pursue a doc degree.
Combined aspects of working with students and the content
I love working with kids... I worked my former high school for a year and loved it and have thought about
getting back into the education field since
To pass on my love of literature and art.
I loved English class and could see myself being an English teacher myself
I have always wanted to work in the school system, but was never sure in what aspect until I began working
with students who had special needs. Then I knew!!
Interest and love for working with students
The part of my previous profession that I enjoyed the most was interacting with many different kinds of
people and being a mentor for those I supervised. However, I did not find my previous profession to be
emotionally fulfilling. I sought out teaching because it seemed to combine what I loved about my previous
professional experience (working with diverse people, being a mentor) with an opportunity to effect real,
immediate, important change in other's lives.
I had many positive experiences with my own high school teachers as well as in my own experiences in
working with students.
I became a teacher because I have a passion for inspiring all students, regardless of disability, to become
their best possible learned selves.
I liked English and I wanted to work with high school kids.
I believe that teachers have an impact on teenagers, whether a positive or a negative one. I wanted to be a
positive impact on students in the same way my high school teachers made a positive impact in my life.
16
24a. Please indicate the highest level of education attained by your mother. (27 Responses)
Option
Count
Percent
Completed high school
6
22.2
Completed voc/ professional training
2
7.4
Some college
4
14.8
Completed college
6
22.2
Completed graduate school
9
33.3
27
100.0
Total:
24b. Please indicate the highest level of education attained by your father. (27 Responses)
Option
Count
Percent
Completed middle school
1
3.7
Some high school
1
3.7
Completed high school
3
11.1
Completed voc/ professional training
4
14.8
Some college
4
14.8
Completed college
2
7.4
11
40.7
1
3.7
27
100.0
Completed graduate school
Do not know
Total:
17
27. Please add anything pertinent that you feel was not covered in this survey. (5 Responses)
Since we were required to buy these computers the least the program could have done was teach us how to
use the teaching programs. I have at least 4-5 applications that could potentially be helpful in classroom
instruction, if I knew what to do with them. Overall I am very happy with my program, but I would like NEAG
at Uconn to be more involved. For example for the career fair the TCPCG program was not even listed as
being allowed to attend. I felt very supported within my program, but not as much while at the Storrs
campus.
Sometimes, a student in the program may have extenuating circumstances in their personal lives that require
minor accommodations. Due to the personal nature of these circumstances they may not feel comfortable
sharing those particulars with a professor or anyone at UConn and may simply ask for extra time without
explanation. I believe that every professor in the TCPCG program should accept that request without a
penalty. At the very least, a gentle questioning of why a student needs more time could be asked.
Everything was fine.
One other thing that I felt was lacking in the TCPCG program was exposure to different school environments
(urban, rural, and suburban). Speaking for myself, in all of my clinical placements I only experienced a
suburban environment. I think it would be extremely beneficial to have additional opportunities, even
voluntary ones, for TCPCG students to observe or experience for an extended period of time (i.e. more than
just one visit) classroom environments that differ widely from their student teaching placement.
4B. Content Standards In this section, we would like to know how confident are you in performing the following
elements of national standards in your classroom instruction? Please answer each question by selecting the most
appropriate response. The online survey will require response to each question.
As an English teacher, I: (7 Responses)
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
Extremely
Confident
a. Follow a specific curriculum and are
expected to meet appropriate
performance assessments for preservice
English language arts teachers
0 (0.00%)
0 (0.00%)
2 (28.57%)
1 (14.29%)
4 (57.14%)
b. Adopt and strengthen professional
attitudes needed by English language arts
teachers, through modeling, advisement,
instruction, field experiences, assessment
of performance, and involvement in
professional organizations
0 (0.00%)
0 (0.00%)
2 (28.57%)
1 (14.29%)
4 (57.14%)
c. Demonstrate knowledge of, and skills in 0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
18
the use of, the English language
d. Demonstrate knowledge of the
practices of oral, visual, and written
literacy
0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
e. Demonstrate my knowledge of reading
processes
0 (0.00%)
0 (0.00%)
2 (28.57%)
1 (14.29%)
4 (57.14%)
f. Demonstrate knowledge of different
composing processes
0 (0.00%)
0 (0.00%)
2 (28.57%)
1 (14.29%)
4 (57.14%)
g. Demonstrate knowledge of, and uses
for, an extensive range of literature
0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
h. Demonstrate knowledge of the range
and influence of print and nonprint media
and technology in contemporary culture.
0 (0.00%)
0 (0.00%)
2 (28.57%)
2 (28.57%)
3 (42.86%)
i. Demonstrate knowledge of research
theory and findings in English language
arts.
0 (0.00%)
0 (0.00%)
2 (28.57%)
2 (28.57%)
3 (42.86%)
j. Acquire and demonstrate the
dispositions and skills needed to integrate
knowledge of English language arts,
students, and teaching.
0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
h. Assist students who are English
language learners.
0 (0.00%)
1 (14.29%)
3 (42.86%)
2 (28.57%)
1 (14.29%)
i. Assist students with special needs
0 (0.00%)
0 (0.00%)
5 (71.43%)
1 (14.29%)
1 (14.29%)
As a science teacher, I: (7 Responses)
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
Extremely
Confident
a. understand and can articulate the
knowledge and practices of
contemporary science
0 (0.00%)
0 (0.00%)
0 (0.00%)
5 (71.43%)
2 (28.57%)
b. can interrelate and interpret
important concepts, ideas, and
applications in my fields of licensure
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
c. can conduct scientific investigations
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
19
d. engage students effectively in
studies of the history, philosophy, and
practice of science
0 (0.00%)
0 (0.00%)
0 (0.00%)
4 (57.14%)
3 (42.86%)
e. enable students to distinguish
science from nonscience, understand
the evolution and practice of science
as a human endeavor, and critically
analyze assertions made in the name
of science
0 (0.00%)
0 (0.00%)
0 (0.00%)
4 (57.14%)
3 (42.86%)
f. engage students both in studies of
various methods of scientific inquiry
and in active learning through
scientific inquiry
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
g. encourage students, individually
and collaboratively, to observe, ask
questions, design inquiries, and collect
and interpret data in order to develop
concepts and relationships from
empirical experiences
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
h. recognize that informed citizens
must be prepared to make decisions
and take action on contemporary
science- and technology-related issues
of interest to the general society
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
i. require students to conduct inquiries
into the factual basis of such issues
and to assess possible actions and
outcomes based upon their goals and
values
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
j. create a community of diverse
learners who construct meaning from
their science experiences and possess
a disposition for further exploration
and learning
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
k. use, and can justify, a variety of
classroom arrangements, groupings,
actions, strategies, and methodologies
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
l. plan and implement an active,
0 (0.00%)
0 (0.00%)
0 (0.00%)
4 (57.14%)
3 (42.86%)
20
coherent, and effective curriculum
that is consistent with the goals and
recommendations of the National
Science Education Standards.
m. begin with the end in mind and
effectively incorporate contemporary
practices and resources into my
planning and teaching
0 (0.00%)
0 (0.00%)
1 (14.29%)
3 (42.86%)
3 (42.86%)
n. relate my discipline to my local and
regional communities, involving
stakeholders and using the individual,
institutional, and natural resources of
the community in my teaching
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (28.57%)
5 (71.43%)
o. actively engage students in sciencerelated studies or activities related to
locally important issues
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (28.57%)
5 (71.43%)
p. construct and use effective
assessment strategies to determine
the backgrounds and achievements of
learners and facilitate their
intellectual, social, and personal
development
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
q. assess students fairly and equitably,
and require that students engage in
ongoing self-assessment
0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
r. organize safe & effective learning
environments that promote the
success of students & the welfare of
all living things
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (28.57%)
5 (71.43%)
s. require and promote knowledge and
respect for safety, and oversee the
welfare of all living things used in the
classroom or found in the field
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (42.86%)
4 (57.14%)
t. strive continuously to grow and
change, personally and professionally,
to meet the diverse needs of my
students, school, community, and
profession
0 (0.00%)
0 (0.00%)
1 (14.29%)
1 (14.29%)
5 (71.43%)
21
u. have a desire and disposition for
growth and betterment
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (28.57%)
5 (71.43%)
v. assist students who are English
language learners.
0 (0.00%)
0 (0.00%)
1 (14.29%)
4 (57.14%)
2 (28.57%)
w. assist students with special needs
0 (0.00%)
0 (0.00%)
1 (14.29%)
3 (42.86%)
3 (42.86%)
22
As a math teacher, I: (4 Responses)
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
Extremely
Confident
a. know, understand, and apply the
process of mathematical problem
solving
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
b. reason, construct, and evaluate
mathematical arguments and
develop an appreciation for
mathematical rigor and inquiry
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
2 (50.00%)
c. communicate my mathematical
thinking orally and in writing to
peers, faculty, and others
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
d. recognize, use, and make
connections between and among
mathematical ideas and in contexts
outside mathematics to build
mathematical understanding
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
e. use varied representations of
mathematical ideas to support and
deepen students’ mathematical
understanding
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
f. embrace technology as an
essential tool for teaching and
learning mathematics
0 (0.00%)
0 (0.00%)
3 (75.00%)
0 (0.00%)
1 (25.00%)
g. support a positive disposition
toward mathematical processes and
mathematical learning
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
h. possess a deep understanding of
how students learn mathematics
and of the pedagogical knowledge
specific to mathematics teaching
and learning
0 (0.00%)
0 (0.00%)
1 (25.00%)
1 (25.00%)
2 (50.00%)
i. demonstrate computational
proficiency, including a conceptual
understanding of numbers, ways of
representing number, relationships
among number and number
systems, and meanings of
operations
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
23
j. emphasize relationships among
quantities including functions, ways
of representing mathematical
relationships, and the analysis of
change
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
k. use spatial visualization and
geometric modeling to explore and
analyze geometric shapes,
structures, and their properties
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (50.00%)
2 (50.00%)
l. demonstrate a conceptual
understanding of limit, continuity,
differentiation, and integration and
a thorough background in the
techniques and application of the
calculus
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (50.00%)
2 (50.00%)
m. apply the fundamental ideas of
discrete mathematics in the
formulation and solution of
problems
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
n. demonstrate an understanding of
concepts and practices related to
data analysis, statistics, and
probability
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
o. apply and use measurement
concepts and tools
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
p. complete field-based experiences
in mathematics classrooms
0 (0.00%)
0 (0.00%)
1 (25.00%)
1 (25.00%)
2 (50.00%)
q. assist students who are English
language learners
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
0 (0.00%)
r. assist students with special needs
0 (0.00%)
0 (0.00%)
2 (50.00%)
2 (50.00%)
0 (0.00%)
As a world language teacher, I: (1 Responses)
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
Extremely
Confident
a. demonstrate a high level of
proficiency in the target language,
and seek opportunity to strength my
proficiency
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
b. know the linguistic elements of the
target language system, recognize the
changing nature of language, and
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
24
accommodate for gaps in my own
knowledge of the target language
system by learning on my own
c. know the similarities and
differences between the target
language and other languages,
identify the key differences in
varieties of the target language, and
seek opportunities to learn about
varieties of the target language on my
own
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
d. demonstrate that I understand the
connections among the perspectives
of a culture and its practices and
products, and integrate the cultural
framework for foreign language
standards into my instructional
practices
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
e. recognize the value and role of
literary and cultural texts and use
them to interpret and reflect upon
the perspectives of the target cultures
over time
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
f. integrate knowledge of other
disciplines into foreign language
instruction and identify distinctive
viewpoints accessible only through
the target language
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
g. demonstrate an understanding of
language acquisition at various
developmental levels and use this
knowledge to create a supportive
classroom learning environment that
includes target language input and
opportunities for negotiation of
meaning and meaningful interaction
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
h. develop a variety of instructional
practices that reflect language
outcomes and articulated program
models and address the needs of
diverse language learners
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
i. demonstrate an understanding of
the goal areas and standards of the
Standards for Foreign Language
Learning and my state standards, and
integrate these frameworks into
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
0 (0.00%)
25
curriculum planning
j. integrate the Standards for Foreign
Language Learning and my state
standards into language instruction.
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
k. use standards and curricular goals
to evaluate, select, design, and adapt
instructional resources
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
l. believe that assessment is ongoing,
and demonstrate knowledge of
multiple ways of assessment that are
age- and level-appropriate by
implementing purposeful measures
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
m. reflect on the results of student
assessments, adjust instruction
accordingly, analyze the results of
assessments, and use success and
failure to determine the direction of
instruction
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
0 (0.00%)
n. interpret and report the results of
student performances to all
stakeholders and provide opportunity
for discussion
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
o. engage in professional
development opportunities that
strengthen my own linguistic and
cultural competence and promote
reflection on practice
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
p. know the value of foreign language
learning to the overall success of all
students and understand that I will
need to become advocates with
students, colleagues, and members of
the community to promote the field
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
q. assist students who are English
language learners
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
r. assist students with special needs
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
0 (0.00%)
Not At All
Confident
Slightly
Confident
As a special education teacher, I: (3 Responses)
a. understand the field as an evolving
0 (0.00%)
0 (0.00%)
26
Somewhat
Confident
0 (0.00%)
Quite
Confident
Extremely
Confident
2 (66.67%)
1 (33.33%)
and changing discipline based on
philosophies, evidence-based principles
and theories, relevant laws and policies,
diverse and historical points of view,
and human issues that have historically
influenced and continue to influence
the field of special education and the
education and treatment of individuals
with exceptional needs both in school
and society.
b. understand how these influence
professional practice, including
assessment, instructional planning,
implementation, and program
evaluation
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
c. understand how issues of human
diversity can impact families, cultures,
and schools, and how these complex
human issues can interact with issues in
the delivery of special education
services
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
d. understand the relationships of
organizations of special education to
the organizations and functions of
schools, school systems, and other
agencies
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
e. use this knowledge as a ground upon
which to construct my own personal
understandings and philosophies of
special education
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
f. know and demonstrate respect for my
students first as unique human beings
0 (0.00%)
0 (0.00%)
0 (0.00%)
g. understand the similarities and
differences in human development and
the characteristics between and among
individuals with and without
exceptional learning needs (ELN).
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
h. understand how exceptional
conditions can interact with the
domains of human development and
use this knowledge to respond to the
varying abilities and behaviors of
individual’s with ELN.
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
i. understand how the experiences of
individuals with ELN can impact
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
27
0 (0.00%) 3 (100.00%)
families, as well as the individual’s
ability to learn, interact socially, and live
as fulfilled contributing members of the
community
j. understand the effects that an
exceptional condition can have on an
individual’s learning in school and
throughout life.
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
k. understand that the beliefs,
traditions, and values across and within
cultures can affect relationships among
and between students, their families,
and the school community.
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
l. are active and resourceful in seeking
to understand how primary language,
culture, and familial backgrounds
interact with the individual’s
exceptional condition to impact the
individual’s academic and social
abilities, attitudes, values, interests, and
career options
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
m. individualize instruction to provide
meaningful and challenging learning for
individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
n. possess a repertoire of evidencebased instructional strategies to
individualize instruction for individuals
with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
o. select, adapt, and use these
instructional strategies to promote
challenging learning results in general
and special curricula and to
appropriately modify learning
environments for individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
p. enhance the learning of critical
thinking, problem solving, and
performance skills of individuals with
ELN, and increase their self-awareness,
self-management, self-control, selfreliance, and self-esteem
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
q. emphasize the development,
maintenance, and generalization of
knowledge and skills across
environments, settings, and the lifespan
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
28
r. actively create learning environments
for individuals with ELN that foster
cultural understanding, safety and
emotional well being, positive social
interactions, and active engagement of
individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
s. foster environments in which
diversity is valued and individuals are
taught to live harmoniously and
productively in a culturally diverse
world
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
t. shape environments to encourage the
independence, self-motivation, selfdirection, personal empowerment, and
self-advocacy of individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
u. help my general education colleagues
integrate individuals with ELN in regular
environments and engage them in
meaningful learning activities and
interactions
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
v. use direct motivational and
instructional interventions with
individuals with ELN to teach them to
respond effectively to current
expectations
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
w. when necessary, can safely intervene
with individuals with ELN in crisis
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
0 (0.00%)
x. coordinate all these efforts and
provide guidance and direction to
paraeducators and others, such as
classroom volunteers and tutors
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
y. understand typical and atypical
language development and the ways in
which exceptional conditions can
interact with an individual’s experience
with and use of language
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
z. use individualized strategies to
enhance language development and
teach communication skills to
individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
a1. am familiar with augmentative,
alternative, and assistive technologies
to support and enhance communication
of individuals with exceptional needs
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
29
b1. match my communication methods
to an individual’s language proficiency
and cultural and linguistic differences
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
c1. provide effective language models,
and use communication strategies and
resources to facilitate understanding of
subject matter for individuals with ELN
whose primary language is not English
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
d1. develop long-range individualized
instructional plans anchored in both
general and special curricula
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
e1. systematically translate these
individualized plans into carefully
selected shorter-range goals and
objectives taking into consideration an
individual’s abilities and needs, the
learning environment, and a myriad of
cultural and linguistic factors
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
f1. facilitate this instructional planning
in a collaborative context including the
individuals with exceptionalities,
families, professional colleagues, and
personnel from other agencies as
appropriate
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
g1. develop a variety of individualized
transition plans, such as transitions
from preschool to elementary school
and from secondary settings to a variety
of postsecondary work and learning
contexts
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
h1. comfortable using appropriate
technologies to support instructional
planning and individualized instruction
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
i1. use multiple types of assessment
information for a variety of educational
decisions
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
j1. use the results of assessments to
help identify exceptional learning needs
and to develop and implement
individualized instructional programs, as
well as to adjust instruction in response
to ongoing learning progress
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
k1. understand the legal policies and
ethical principles of measurement and
assessment related to referral,
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
30
eligibility, program planning,
instruction, and placement for
individuals with ELN, including those
from culturally and linguistically diverse
backgrounds
l1. understand measurement theory
and practices for addressing issues of
validity, reliability, norms, bias, and
interpretation of assessment results
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
m1. understand the appropriate use
and limitations of various types of
assessments
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
n1. collaborate with families and other
colleagues to assure non-biased,
meaningful assessments and decisionmaking
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
o1. conduct formal and informal
assessments of behavior, learning,
achievement, and environments to
design learning experiences that
support the growth and development of
individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
p1. use assessment information to
identify supports and adaptations
required for individuals with ELN to
access the general curriculum and to
participate in school, system, and
statewide assessment programs
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
q1. regularly monitor the progress of
individuals with ELN in general and
special curricula
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
r1. use appropriate technologies to
support my assessments
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
s1. I am guided by the profession’s
ethical and professional practice
standards
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
t1. practice in multiple roles and
complex situations across wide age and
developmental ranges
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
u1. engage in professional activities and
participate in learning communities that
benefit individuals with ELN, their
families, colleagues, and my own
professional growth.
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
31
0 (0.00%)
v1. view myself as lifelong learners and
regularly reflect on and adjust my
practice.
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
w1. am aware of how my own and
others attitudes, behaviors, and ways of
communicating can influence my
practice
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
x1. understand that culture and
language can interact with
exceptionalities, and are sensitive to the
many aspects of diversity of individuals
with ELN and their families
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
y1. actively plan and engage in activities
that foster my professional growth and
keep them current with evidence-based
best practices
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
z1. know my own limits of practice and
practice within them.
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
a2. routinely and effectively collaborate
with families, other educators, related
service providers, and personnel from
community agencies in culturally
responsive ways
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
b2. embrace my special role as advocate
for individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
c2. promote and advocate the learning
and well being of individuals with ELN
across a wide range of settings and a
range of different learning experiences
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
d2. am viewed as specialists by a myriad
of people who actively seek my
collaboration to effectively include and
teach individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
e2. am a resource to my colleagues in
understanding the laws and policies
relevant to Individuals with ELN
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
f2. use collaboration to facilitate the
successful transitions of individuals with
ELN across settings and services
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
As a history/social studies teacher, I possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of: (3 Responses)
32
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
Extremely
Confident
a. Culture and Culture Diversity
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
b. Time, Continuity, and Change
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
c. People, Places, and Environments
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
d. Individual Development and Identity
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
e. interactions among Individuals,
Groups, and Institutions
0 (0.00%)
0 (0.00%)
0 (0.00%) 3 (100.00%)
0 (0.00%)
f. Power, Authority, and Governance
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
g. how people organize for the
Production, Distribution, and
Consumption of Goods and Services
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
h. Science, Technology, and Society
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
0 (0.00%)
i. Global Connections and
Interdependence
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
j. Civic Ideals and Practices
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
k. history
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
l. geography
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
m. civics and government
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
n. economics
2 (66.67%)
0 (0.00%)
1 (33.33%)
0 (0.00%)
0 (0.00%)
o. psychology
1 (33.33%)
0 (0.00%)
1 (33.33%)
0 (0.00%)
1 (33.33%)
p. complete a course or courses that
focus on the pedagogical content
knowledge that deals specifically with
the nature of the social studies and with
ideas, strategies, and techniques for
teaching social studies at the
appropriate licensure level
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
q. have faculty in the social studies and
social studies education components of
the program who are recognized as a)
exemplary teachers, b) scholars in the
fields of social studies and social studies
education, and c) informed about
middle and secondary school classrooms
and teaching
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
r. assist students who are English
language learners
0 (0.00%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
0 (0.00%)
33
0 (0.00%)
s. assist students with special needs
0 (0.00%)
1 (33.33%)
34
1 (33.33%)
1 (33.33%)
0 (0.00%)