TEACHER EDUCATION PROGRAM: COMMON EXIT RESULTS FOR TCPCG IN WATERBURY
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) program to those students
enrolled in Waterbury. 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. (10
Responses)
Neither
Dissatisfied
nor Satisfied
Very
Dissatisfied
Moderately
Dissatisfied
Slightly
Dissatisfied
a) The learning
environment
0 (0.00%)
1 (10.00%)
0 (0.00%)
0
(0.00%)
0 (0.00%)
1 (10.00%)
8 (80.00%)
b) With amount
of learning
0 (0.00%)
0 (0.00%)
1 (10.00%)
0
(0.00%)
1 (10.00%)
2 (20.00%)
6 (60.00%)
c) Caliber of the
faculty
1 (10.00%)
1 (10.00%)
0 (0.00%)
1 (10.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
0 (0.00%)
2 (20.00%)
1 (10.00%)
1 (10.00%)
1 (10.00%)
0 (0.00%)
4 (40.00%)
e) Relationships
with your
instructors
1 (10.00%)
1 (10.00%)
0 (0.00%)
1 (10.00%)
0 (0.00%)
0 (0.00%)
7 (70.00%)
f) Levels of
supervisory
support
1 (10.00%)
0 (0.00%)
0 (0.00%)
1 (10.00%)
1 (10.00%)
0 (0.00%)
7 (70.00%)
d) Clinical
placements
Slightly
Satisfied
Moderately
Satisfied
Very
Satisfied
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: (10 Responses)
Very
Different
a. Curriculum to cover
Moderately
Different
Slightly
Different
Slightly
Similar
Moderately
Similar
Very
Similar
1 (10.00%)
0 (0.00%)
3 (30.00%)
1 (10.00%)
3 (30.00%) 2 (20.00%)
b. Classroom
management issues
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
3 (30.00%) 1 (10.00%)
c. Planning lessons
1 (10.00%)
0 (0.00%)
1 (10.00%)
3 (30.00%)
2 (20.00%) 3 (30.00%)
e. Individualizing
instruction for students
1 (10.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
2 (20.00%) 1 (10.00%)
f. Motivating students
1 (10.00%)
0 (0.00%)
1 (10.00%)
3 (30.00%)
3 (30.00%) 2 (20.00%)
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. (10 Responses)
Not At All
Confident
Slightly
Confident
Confident
Moderately
Confident
Very
Confident
a) Provide stimulating lessons for
students
0 (0.00%)
0 (0.00%)
2 (20.00%)
2 (20.00%)
6 (60.00%)
b) Motivate students to participate in
academic tasks
0 (0.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
3 (30.00%)
c) Change the way to present
material to accommodate the
learning needs of all students
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
4 (40.00%)
d) Create learning experiences that
are meaningful to students
0 (0.00%)
0 (0.00%)
2 (20.00%)
3 (30.00%)
5 (50.00%)
e) Know what procedures to follow if
you believe a student has a disability
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
4 (40.00%)
f) Implement a variety of teaching
strategies to reach students who are
not native English speakers
0 (0.00%)
1 (10.00%)
2 (20.00%)
5 (50.00%)
2 (20.00%)
g) Teach even the most challenging
students
0 (0.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
3 (30.00%)
h) Effectively address classroom
management issues
0 (0.00%)
1 (10.00%)
4 (40.00%)
3 (30.00%)
2 (20.00%)
i) Get along well with students who
struggle with behavioral issues in
school
0 (0.00%)
0 (0.00%)
3 (30.00%)
4 (40.00%)
3 (30.00%)
j) Facilitate learning for all of your
students
0 (0.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
3 (30.00%)
k) Adapt curriculum to accommodate
individual differences
0 (0.00%)
0 (0.00%)
2 (20.00%)
7 (70.00%)
1 (10.00%)
l) Develop a strong rapport with your
students
0 (0.00%)
0 (0.00%)
2 (20.00%)
2 (20.00%)
6 (60.00%)
m) Teach students with different
cultural backgrounds from your own
0 (0.00%)
0 (0.00%)
2 (20.00%)
3 (30.00%)
5 (50.00%)
n) Integrate educational technology
into your lessons
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
4 (40.00%)
o) Effectively teach special education
students
0 (0.00%)
0 (0.00%)
4 (40.00%)
6 (60.00%)
0 (0.00%)
p) Respect cultural backgrounds
different from your own
0 (0.00%)
0 (0.00%)
1 (10.00%)
3 (30.00%)
6 (60.00%)
3
q) Use effective classroom
assessment strategies
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
4 (40.00%)
r) Use formalized assessment (i.e.,
CMT, CAPT, norm-referenced) results
0 (0.00%)
1 (10.00%)
2 (20.00%)
6 (60.00%)
1 (10.00%)
s) Develop a strong rapport with
parents of your students
0 (0.00%)
0 (0.00%)
3 (30.00%)
3 (30.00%)
4 (40.00%)
t) Use computers effectively in the
classroom
0 (0.00%)
0 (0.00%)
2 (20.00%)
3 (30.00%)
5 (50.00%)
u) Help your students better learn to
use technology
0 (0.00%)
0 (0.00%)
1 (10.00%)
4 (40.00%)
5 (50.00%)
v) Know all the content that you will
be required to teach to your students
0 (0.00%)
0 (0.00%)
3 (30.00%)
4 (40.00%)
3 (30.00%)
w) Prepare physically space and
materials to deliver instructions
0 (0.00%)
0 (0.00%)
4 (40.00%)
2 (20.00%)
4 (40.00%)
x) Design lesson plans to provide all
learners access to the general
curriculum
0 (0.00%)
0 (0.00%)
3 (30.00%)
4 (40.00%)
3 (30.00%)
y) Modify lesson plans to address
needs of students with disability
0 (0.00%)
0 (0.00%)
3 (30.00%)
6 (60.00%)
1 (10.00%)
z) Maintain a structured learning
environment
0 (0.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
3 (30.00%)
aa) Use a small number of positively
stated expectations
0 (0.00%)
0 (0.00%)
1 (10.00%)
4 (40.00%)
5 (50.00%)
bb) Reinforce appropriate behavior
0 (0.00%)
0 (0.00%)
1 (10.00%)
5 (50.00%)
4 (40.00%)
cc) Respond to inappropriate
behavior
0 (0.00%)
0 (0.00%)
2 (20.00%)
6 (60.00%)
2 (20.00%)
dd) Implement individualized
behavior strategies for students with
disabilities
0 (0.00%)
0 (0.00%)
2 (20.00%)
7 (70.00%)
1 (10.00%)
ee) Introduce lesson content
0 (0.00%)
0 (0.00%)
3 (30.00%)
2 (20.00%)
5 (50.00%)
ff) Maximize student engagement
0 (0.00%)
0 (0.00%)
3 (30.00%)
4 (40.00%)
3 (30.00%)
gg) Provide performance-based
feedback
0 (0.00%)
0 (0.00%)
2 (20.00%)
5 (50.00%)
3 (30.00%)
hh) Review lesson content at the end
of instruction
0 (0.00%)
0 (0.00%)
3 (30.00%)
4 (40.00%)
3 (30.00%)
ii) Teach lesson content relevant to
student population
0 (0.00%)
0 (0.00%)
3 (30.00%)
2 (20.00%)
5 (50.00%)
jj) Assess student ability and/or
knowledge prior to instruction
0 (0.00%)
0 (0.00%)
2 (20.00%)
4 (40.00%)
4 (40.00%)
kk) Assess student outcomes related
0 (0.00%)
1 (10.00%)
2 (20.00%)
5 (50.00%)
2 (20.00%)
4
to IEP during instruction
ll) Assess student response to
instruction
0 (0.00%)
0 (0.00%)
3 (30.00%)
5 (50.00%)
2 (20.00%)
mm) Uphold high standards of
competence and integrity and
exercise sound judgment in the
practice of the profession
0 (0.00%)
0 (0.00%)
1 (10.00%)
5 (50.00%)
4 (40.00%)
nn) Engage in professional activities
related to continuous learning and
advocacy
0 (0.00%)
0 (0.00%)
1 (10.00%)
4 (40.00%)
5 (50.00%)
oo) Collaborate respectfully with all
stakeholders
0 (0.00%)
0 (0.00%)
1 (10.00%)
5 (50.00%)
4 (40.00%)
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) (10 Responses)
Please rank the following: Each rating can only be selected once!
6
Average
Rating
0 (0.00%)
1.60
Assessment
0 (0.00%) 2 (20.00%) 1 (10.00%) 3 (30.00%) 2 (20.00%) 2 (20.00%)
4.10
Classroom
management
skills
0 (0.00%)
4.90
1
Ability to
establish
rapport with
students
Command of
content
knowledge
2
7 (70.00%) 2 (20.00%)
3
4
0 (0.00%)
5
0 (0.00%) 1 (10.00%)
0 (0.00%) 3 (30.00%) 1 (10.00%)
0 (0.00%) 6 (60.00%)
2 (20.00%) 3 (30.00%) 2 (20.00%) 2 (20.00%) 1 (10.00%)
0 (0.00%)
2.70
0 (0.00%) 2 (20.00%) 3 (30.00%) 1 (10.00%) 4 (40.00%)
0 (0.00%)
3.70
Lesson
implementation 1 (10.00%) 1 (10.00%) 1 (10.00%) 3 (30.00%) 2 (20.00%) 2 (20.00%)
skills
4.00
Lesson planning
skills
10. In what state will you be teaching? (8 Responses)
Option
CT
Count
Percent
8
100.0
5
Total:
8
100.0
6
15. For how many years do you think you will teach during your career? (10 Responses)
Option
Count
Percent
5
1
10.0
10
3
30.0
15
1
10.0
20
2
20.0
25
2
20.0
40+
1
10.0
10
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? (8 Responses)
I think that the Waterbury Branch TCPCG was rushed this year. Because of this, it seemed that there was a
lack of overall organization in the program and lacking communication of expectations to the students. I
also feel that in the future, it would be beneficial to the students to have a more diverse group of
professors.
Keep Teacher A he is amazing and probably one of the best assets to the program. Lose Teacher B he is
provides poor support to students and has no current knowledge of teaching. He is horrible with
technology and has no useful point of view when it comes to teaching. he has been out of practice for far
to long to be useful to any teaching candidate.
I think that students in TCPCG should have an opportunity to work with a variety of professors, instead of
7
having most of their classes with primarily the same one. This will allow students to see a variety of
perspectives and be exposed to many different ways of thinking about and approaching teaching. I also
think that, if possible, students should have some experience with their inquiry project during student
teaching. This way they would not be starting the inquiry project cold in the spring semester. At the very
least, they will have experience with their issue and have developed some ideas or thoughts on the
manner. I think this would greatly enhance the inquiry project experience.
More CAPT preparation. We didn't have enough and all of us will be impacted by the test throughout our
teaching careers.
I would recommend more preparation and knowledge involving the CMT's and CAPT tests. My cohort did
not feel prepared enough when we began student teaching to implement the proper strategies needed to
prepare students for testing. Also, while we were creating our unit plans for student teaching it would have
been much more effective to know about the tests in order to incorporate the strands in our planning.
Secondly, I would HIGHLY recommend that the supervisor meet with the co-operating teachers way ahead
of time to ensure the teachers are properly assessed for the position and they understand their
responsibility as a BEST mentor. Because of UCONN's respectable reputation and demand for quality, it
should be essential they demand the same expectations from the co-operating teachers. I know this is
slightly a daunting task, however; I think meeting with the teachers ahead of time would avoid many issues
that surface later in the student teaching process.
I think individuals need to take more teaching of content areas courses.
I believe that there needs to be better communication between Uconn and the schools where we are
placed as student teachers and as interns. The lack of communication led to various levels of confusion in
relation to what needed to be done and what was expected to the cooperating teachers and intern
supervisors. For example, in our internship we should be called researchers rather than interns because
the tern intern makes most of our supervisors.
need a better understanding of CAPT
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. (10 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%)
0 (0.00%)
0 (0.00%)
3 (30.00%)
7 (70.00%)
b. Using computers effectively in
your classroom
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (30.00%)
7 (70.00%)
c. Using different types of
educational technology
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (20.00%)
8 (80.00%)
8
d. Integrating educational
technology into your lessons
0 (0.00%)
0 (0.00%)
1 (10.00%)
1 (10.00%)
8 (80.00%)
e. Having students better learn to
using technology
0 (0.00%)
0 (0.00%)
1 (10.00%)
2 (20.00%)
7 (70.00%)
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 (10 Responses)
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Don't
Know
a. content
0 (0.00%)
0 (0.00%)
4 (40.00%)
6 (60.00%)
0 (0.00%)
b. theory
0 (0.00%)
0 (0.00%)
5 (50.00%)
5 (50.00%)
0 (0.00%)
c. pedagogy
0 (0.00%)
0 (0.00%)
6 (60.00%)
4 (40.00%)
0 (0.00%)
d. the use of technology to enhance
learning
0 (0.00%)
1 (10.00%)
3 (30.00%)
6 (60.00%)
0 (0.00%)
e. curiosity/intellectual enthusiasm
0 (0.00%)
1 (10.00%)
3 (30.00%)
6 (60.00%)
0 (0.00%)
f. a desire to make the learning
process enjoyable
0 (0.00%)
1 (10.00%)
2 (20.00%)
7 (70.00%)
0 (0.00%)
g. a belief that all students can learn
0 (0.00%)
2 (20.00%)
2 (20.00%)
6 (60.00%)
0 (0.00%)
h. the value of diversity in our culture
0 (0.00%)
1 (10.00%)
3 (30.00%)
6 (60.00%)
0 (0.00%)
i. working with diverse student
population
0 (0.00%)
1 (10.00%)
3 (30.00%)
6 (60.00%)
0 (0.00%)
j. asking reflective questions about
important problems
0 (0.00%)
1 (10.00%)
2 (20.00%)
7 (70.00%)
0 (0.00%)
k. producing new instructional
methods
0 (0.00%)
1 (10.00%)
5 (50.00%)
4 (40.00%)
0 (0.00%)
l. using multiple methods to enhance
learning opportunities
0 (0.00%)
2 (20.00%)
3 (30.00%)
5 (50.00%)
0 (0.00%)
m. constructing knowledge around the
abilities, interests and learning styles
of all students
0 (0.00%)
0 (0.00%)
6 (60.00%)
4 (40.00%)
0 (0.00%)
n. using varied methods to assess
student learning
0 (0.00%)
0 (0.00%)
5 (50.00%)
5 (50.00%)
0 (0.00%)
9
o. using differentiated instruction
0 (0.00%)
0 (0.00%)
7 (70.00%)
3 (30.00%)
0 (0.00%)
p. using appropriate classroom
management
0 (0.00%)
1 (10.00%)
6 (60.00%)
3 (30.00%)
0 (0.00%)
q. collaborative learning communities
0 (0.00%)
0 (0.00%)
6 (60.00%)
4 (40.00%)
0 (0.00%)
r. teaching students with disabilities
0 (0.00%)
1 (10.00%)
6 (60.00%)
3 (30.00%)
0 (0.00%)
20. Do you feel the following are necessary? (9 Responses)
yes
no
a. Compassion, caring and a desire to develop learners with that
make a positive difference in the world.
9 (100.00%)
0 (0.00%)
b. The use of ethical standards to make evidence-based decisions in
the best interests of students
9 (100.00%)
0 (0.00%)
10
22. When did you decide that you wanted to become a teacher? (10 Responses)
4 years ago
junior year college
last fall
junior college
2002
two years ago
junior year hs
While in the Navy
College
4 years ago
23. Why did you decide to become a teacher? (10 Responses)
I am very passionate about the sciences, biology in particular, and I feel that science education has been
lost to some degree in today's schools. I always felt that it is important that people's awareness and
understanding of the world around them helps them to make informed life decisions. I feel that my
knowledge in the sciences and my ability to connect with younger students grants me the opportunity to
pass on a love and understanding of the world and skills for making informed decisions.
I taught in college and found that I truly enjoyed it.
I worked with a group of students from inner city Boston while I was teaching environmental education.
They challenged me in ways no group had but we grew together as a group throughout the week and I got
to watch them struggle, succeed and lose themselves in the excitement of scientific explorations in actual
ecosystems. It made me realize I want to give urban students opportunities and experiences they might
not get in their daily lives. I think it is unfair that where you are born can determine what kind of
opportunities you get access to and I want to change that.
11
passion for my subject
I wanted to make the world a better place and help students succeed who had really never been given the
chance. Plus I love history and want to share that love with others.
I was working in marketing in Manhattan and realized I needed and expected much more from my job. I
wanted a profession that was rewarding and warranted the opportunity to better someone's life. I have a
strong desire to promote the importance of life long learning, compassion and cultural diversity.
Unfortunately, I was not able to do this at my desk making sales calls. My mother has been an educator for
the past 30 years. Now that she is nearing her retirement I know I made the right decision. I see how she
looks back on her work experience and is so thankful, satisfied and fulfilled that she made an impact on so
many and had the opportunity to better society as a whole by promoting life long learning. To me, that
feeling is worth more than money or prestige, so I switched professions and aspire to always continue my
own life long learning experience and growth as an educator.
to better my students.
To help people realize their full potential.
In order to pass on my passion for biology and agricultural issues and content to others.
I want to make a difference in the lives of students and I love my content area.
24a. Please indicate the highest level of education attained by your mother. (10 Responses)
Option
Count
Percent
Completed high school
2
20.0
Completed college
2
20.0
Completed graduate school
6
60.0
10
100.0
Total:
24b. Please indicate the highest level of education attained by your father. (10 Responses)
Option
Count
Percent
Some high school
1
10.0
Completed high school
1
10.0
Some college
5
50.0
Completed college
2
20.0
Completed graduate school
1
10.0
10
100.0
Total:
12
27. Please add anything pertinent that you feel was not covered in this survey. (3 Responses)
I want to reiterate that I feel it will be much more beneficial to students who go through this program in
the future if there is a more diverse staff of professors. I feel that the more people I am able to speak with
about education, the more different points of view change my understanding. Also, I hope in the future the
coordination between UConn and West Side Middle School will improve for the benefit of the inquiry
projects.
Get rid of Teacher B, he is not effective and sets a poor example. He considers best practice to be using a
light box and can not use a computer. He is not prepared to embrace technology and feels teachers should
utilize the old methods of teaching that he used back in the 1970's. He bases his grading upon his outdated
opinions and does not consider how education can be improved through technology.
I feel it is essential to address the quality of teachers selected in the Waterbury cohort. Teacher A and
Teacher C have made a monumental impact on my success as an educator. Their knowledge, passion,
dedication and compassion are exemplary. In my opinion, they are key contributors to the success of this
program and I have so much respect for them as people, educators and now friends. In addition, Teacher D
is equally remarkable. His dedication to the program and undeniable passion for education clearly lets
TCPCG stand out from the rest. I am flattered to have been accepted into such a wonderful and fulfilling
program and I wish you all much success in the future.
Answer two questions. In Column A, please describe the type of school and students whom you would most
like to teach for the majority of your career. In Column B, describe the type of school and students whom you
think you will actually end up teaching for the majority of your career. (Please check only one.) (0 Responses)
Column A
Rural
Column B
Suburban
Urban
Rural
Suburban
Urban
a. School location
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
b. School socio-economic
status (SES)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
13
c. Students' race
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
d. Students' achievement
level
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
As an English teacher, I: (2 Responses)
Not At All
Confident
Slightly
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%)
1 (50.00%)
1 (50.00%)
0 (0.00%)
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%)
0 (0.00%)
2 (100.00%)
0 (0.00%)
c. Demonstrate knowledge of, and
skills in the use of, the English
language
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
d. Demonstrate knowledge of the
practices of oral, visual, and written
literacy
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
e. Demonstrate my knowledge of
reading processes
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
f. Demonstrate knowledge of different
composing processes
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
f. Demonstrate knowledge of different
composing processes
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
g. Demonstrate knowledge of, and
uses for, an extensive range of
literature
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
h. Demonstrate knowledge of the
range and influence of print and
nonprint media and technology in
contemporary culture.
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (100.00%)
0 (0.00%)
i. Demonstrate knowledge of research
0 (0.00%)
0 (0.00%)
2 (100.00%)
0 (0.00%)
0 (0.00%)
14
Somewhat
Confident
Quite
Confident
Extremely
Confident
theory and findings in English
language arts.
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 (50.00%)
1 (50.00%)
0 (0.00%)
h. Assist students who are English
language learners.
0 (0.00%)
0 (0.00%)
1 (50.00%)
0 (0.00%)
1 (50.00%)
i. Assist students with special needs
0 (0.00%)
0 (0.00%)
1 (50.00%)
1 (50.00%)
0 (0.00%)
Not At All
Confident
Slightly
Confident
As a science teacher, I: (3 Responses)
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%)
2 (66.67%)
1 (33.33%)
b. can interrelate and interpret
important concepts, ideas, and
applications in my fields of licensure
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
c. can conduct scientific investigations
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
d. engage students effectively in studies
of the history, philosophy, and practice
of science
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
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%)
2 (66.67%)
1 (33.33%)
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%)
1 (33.33%)
2 (66.67%)
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%)
2 (66.67%)
1 (33.33%)
h. recognize that informed citizens must
be prepared to make decisions and take
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
15
action on contemporary science- and
technology-related issues of interest to
the general society
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%)
2 (66.67%)
1 (33.33%)
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%)
1 (33.33%)
2 (66.67%)
k. use, and can justify, a variety of
classroom arrangements, groupings,
actions, strategies, and methodologies
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
l. plan and implement an active,
coherent, and effective curriculum that
is consistent with the goals and
recommendations of the National
Science Education Standards.
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (66.67%)
1 (33.33%)
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%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
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%)
1 (33.33%)
2 (66.67%)
o. actively engage students in sciencerelated studies or activities related to
locally important issues
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (33.33%)
2 (66.67%)
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%)
1 (33.33%)
2 (66.67%)
0 (0.00%)
q. assess students fairly and equitably,
and require that students engage in
ongoing self-assessment
0 (0.00%)
0 (0.00%)
1 (33.33%)
1 (33.33%)
1 (33.33%)
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%)
0 (0.00%)
3 (100.00%)
16
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%)
1 (33.33%)
2 (66.67%)
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%)
0 (0.00%)
0 (0.00%)
3 (100.00%)
u. have a desire and disposition for
growth and betterment
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (100.00%)
v. assist students who are English
language learners.
0 (0.00%)
0 (0.00%)
0 (0.00%)
3 (100.00%)
0 (0.00%)
w. assist students with special needs
0 (0.00%)
1 (33.33%)
0 (0.00%)
2 (66.67%)
0 (0.00%)
Not At All
Confident
Slightly
Confident
Somewhat
Confident
Quite
Confident
a. complete general courses in the liberal
arts and sciences that develop
theoretical and practical understandings
0 (0.00%)
0 (0.00%)
1 (25.00%)
0 (0.00%)
3 (75.00%)
b. acquire and develop the pedagogical
and professional understandings and
skills needed to work with all students
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
c. attain competence in basic principles,
concepts, and experiential practices in
agricultural science and natural resources
related to business, management, and
economic system
0 (0.00%)
0 (0.00%)
0 (0.00%)
2 (50.00%)
2 (50.00%)
d. attain competence in basic principles,
concepts, and experiential practices in
agricultural science and natural resources
related to agricultural and mechanical
systems
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (25.00%)
3 (75.00%)
e. attain competence in basic principles,
concepts, and experiential practices in
agricultural science and natural resources
related to plant, animal, and food
systems
0 (0.00%)
0 (0.00%)
1 (25.00%)
0 (0.00%)
3 (75.00%)
f. attain competence in basic principles,
0 (0.00%)
0 (0.00%)
1 (25.00%)
1 (25.00%)
2 (50.00%)
As an agricultural education teacher, I: (4 Responses)
17
Extremely
Confident
concepts, and experiential practices in
agricultural science and natural resources
related to natural resources and
environmental systems.
18
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: (1 Responses)
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%)
0 (0.00%)
1 (100.00%)
b. Time, Continuity, and Change
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
c. People, Places, and Environments
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
d. Individual Development and
Identity
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
e. interactions among Individuals,
Groups, and Institutions
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
f. Power, Authority, and Governance
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
g. how people organize for the
Production, Distribution, and
Consumption of Goods and Services
0 (0.00%)
0 (0.00%)
1 (100.00%)
0 (0.00%)
0 (0.00%)
h. Science, Technology, and Society
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
i. Global Connections and
Interdependence
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
j. Civic Ideals and Practices
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
k. history
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
l. geography
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
m. civics and government
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
n. economics
0 (0.00%) 1 (100.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
o. psychology
0 (0.00%)
0 (0.00%)
1 (100.00%)
0 (0.00%)
0 (0.00%)
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%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
q. have faculty in the social studies
and social studies education
components of the program who are
recognized as a) exemplary teachers,
0 (0.00%)
0 (0.00%)
0 (0.00%)
0 (0.00%)
1 (100.00%)
19
b) scholars in the fields of social
studies and social studies education,
and c) informed about middle and
secondary school classrooms and
teaching
r. assist students who are English
language learners
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
s. assist students with special needs
0 (0.00%)
0 (0.00%)
0 (0.00%) 1 (100.00%)
0 (0.00%)
20