TNE TEACHER EDUCATION ASSESSMENT COMMITTEE
SURVEY OF SURVEYS RESULTS
The Teachers for a New Era (TNE) Teacher Education Assessment Committee were asked to respond to two aspects about each item on this
survey:
1. The degree to which you feel the item should be maintained.
2. The survey(s) the item should appear on.
The results of this survey will afford us the objective and anonymous feedback that will be useful in addressing areas of the Entry, Exit, and
Alumni Surveys. A total of 15 members completed some of the survey. Questions with an average rating of 3.50 or higher are highlighted in blue.
Questions with 70.0% or higher support for inclusion on to a survey form are highlighted in green.
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
1.1 First name
2 (13.33%)
2 (13.33%)
0 (0.00%)
9 (60.00%)
3.23
9 (60.00%)
8 (53.33%)
10 (66.67%)
1.2 Last name
3 (20.00%)
1 (6.67%)
0 (0.00%)
9 (60.00%)
3.15
9 (60.00%)
8 (53.33%)
10 (66.67%)
1.3 Peoplesoft
2 (13.33%)
2 (13.33%)
0 (0.00%)
6 (40.00%)
3.00
8 (53.33%)
8 (53.33%)
7 (46.67%)
1.4 Gender
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
11 (73.33%)
9 (60.00%)
11 (73.33%)
1.5 Race/Ethnicity
0 (0.00%)
0 (0.00%)
1 (6.67%)
12 (80.00%)
3.92
11 (73.33%)
9 (60.00%)
11 (73.33%)
1.6 Date of birth
1 (6.67%)
2 (13.33%)
1 (6.67%)
9 (60.00%)
3.38
11 (73.33%)
10 (66.67%)
10 (66.67%)
1.7 Primary language spoken at home
0 (0.00%)
0 (0.00%)
3 (20.00%)
10 (66.67%)
3.77
11 (73.33%)
9 (60.00%)
9 (60.00%)
1.8 Year of graduation
0 (0.00%)
0 (0.00%)
1 (6.67%)
12 (80.00%)
3.92
7 (46.67%)
9 (60.00%)
11 (73.33%)
1.9 Program from which you graduated
0 (0.00%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.92
7 (46.67%)
10 (66.67%)
11 (73.33%)
Comments:
There are 2 dimenisions on this feedback system omit and which surveys if you get the people soft #, you do not
need 1.1 thru 1.6 1.9 is alumni only 1.7 and 1.8 are keepers
Is it possible to assign gender, race, DOB and other static variables to the peoplesoft number at Entry so that
they can be omitted in the exit and alumni survey (shortening it) but still tied to the peoplesoft number? (this could
also be applied to static variables below)
Date of birth might discourage alumni. The year of graduation should be sufficient.
Is that HS or college or TNE program grad date? Merge exit and entry svy by name and DOB to pick up
demographics
The first three items depend on what you are doing with the data. If you can have a code instead of a name, I
would probably prefer that. Some do a code only the students could know (first two letters of your father's first
name, etc.....)
I checked most, but if a system can be set up that "talks to peoplesoft" most of these can be done automatically.
You could also set something up so that most of the items below in #2 only have to collected once, and then
future data is linked to this.
I don't understand the peoplesoft stem.
Radio Buttons
Definitely
Omit
Possibly
Omit
Possibly
Maintain
Survey
Definitely
Maintain
Average
Rating
Entry
Exit
Alumni
Charter/magnet
Home-schooled
International school
Private (non-religious)
2.1. What type of high school did
you graduate from?
2.2. How would you describe the
location of your high school?
0
(0.00%)
1 (6.67%)
3 (20.00%)
9 (60.00%)
3.62
12 (80.00%)
8 (53.33%)
7 (46.67%)
1 (6.67%)
0 (0.00%)
3 (20.00%)
9 (60.00%)
3.54
11 (73.33%)
7 (46.67%)
6 (40.00%)
2.3. On average, what was the
socio-economic status (SES) of the
students in your high school?
1 (6.67%)
2 (13.33%)
3 (20.00%)
7 (46.67%)
3.23
11 (73.33%)
7 (46.67%)
5 (33.33%)
2.4. How would you describe the
racial composition of your high
school?
1 (6.67%)
1 (6.67%)
3 (20.00%)
8 (53.33%)
3.38
10 (66.67%)
7 (46.67%)
5 (33.33%)
2.5. How would you describe your
high school in terms of its overall
achievement level?
1 (6.67%)
3 (20.00%)
2 (13.33%)
7 (46.67%)
3.15
11 (73.33%)
7 (46.67%)
5 (33.33%)
Comments:
Have these data been useful thus far? What are they tellling us? If little or nothing, then omit.
Somewhat subjective - SES, racial and achievement level. It would be hard to get this data, however, from out of
state students.
As a student who recently took the entrance survey, I know it was difficult for me to state the SES of my high
school. It isn't something a student my age would definitely know off hand and unless I did research (which most
students won't due, simply because they will do the survey as quickly as possible) I wouldn't be able to be 100
percent sure of my answer to that question, possibly skewing the results. The same argument applies to the
overall achievement level of my high school. I don't know that answer off-hand, making it likely the results will be
inaccurate to a certain degree. I think the first two questions would be okay to ask in the alumni survey, but the
rest seem irrelevant. These individuals will have already answered these questions twice on the entrance and exit
surveys. The details of their high school aren't as important as finding out from them their confidence levels,
opinions, comments, etc about their first X number of years of teaching. To reduce the number of questions they
have to answer (thus making it more likely they will fill out and return the survey) I would suggest not asking as
many questions about their high school.
If we want to attract more diversity, these questions should probably stay.
Again, if done with an expanding data base it only needs to be collected once
Rating Scale
3.1. In what year did you receive your
bachelor's degree? (Fill-in)
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
12 (80.00%)
8 (53.33%)
Rating Scale
4.1. From which Neag School of Education
program are you from?
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
10 (66.67%)
10 (66.67%)
10 (66.67%)
0 (0.00%)
Rating Scale
5.1. Which pupil level(s) are your intended
focus in the Teacher Education Program?
(Please check all that apply.)
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.77
11 (73.33%)
10 (66.67%)
8 (53.33%)
1 (6.67%)
Rating Scale
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
6.1. What aspect of your preparation at
UConn do you think will be most valuable to
your career as a teacher? (Fill-in)
1 (6.67%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.69
6 (40.00%)
10 (66.67%)
8 (53.33%)
6.2. What aspect of your preparation as a
teacher are you most concerned that you will
not be able to get from UConn? (Fill-in)
1 (6.67%)
1 (6.67%)
2 (13.33%)
9 (60.00%)
3.46
7 (46.67%)
10 (66.67%)
6 (40.00%)
Please rank the following items from 1 to 3 (where 1 = your most important priority as a teacher and 3 = your least
important priority as a teacher).
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
7.1. Having a positive personal relationship
with your students
2 (13.33%)
3 (20.00%)
3 (20.00%)
5 (33.33%)
7.2. Helping your students learn the required
content
2 (13.33%)
2 (13.33%)
2 (13.33%)
7.3. Motivating your students to be engaged
in school
2 (13.33%)
2 (13.33%)
3 (20.00%)
Comments:
Entry
Exit
Alumni
2.85
10 (66.67%)
10 (66.67%)
10 (66.67%)
7 (46.67%)
3.08
10 (66.67%)
10 (66.67%)
10 (66.67%)
6 (40.00%)
3.00
9 (60.00%)
10 (66.67%)
10 (66.67%)
Again, what are these data telling us? Is there a reason to believe that these priorities change over time? What do
variations in these priorities mean, if anything? Aren't they all very important? What does it matter what order I put
them in?
If you ask about the intended focus, then you need to ask about the actual focus. (I see this appears later. This
should be as specific as the later data for it to be useful. #15) #7 is like asking which of your children you like
best.
you may need to change the wording for the alumni survey with some of these questions. You might try a
separate set for them. Such as: Before you became a teacher which of the following did you consider the most
important? If you have become a teacher, which do you consider the most important Not Applicable at this time
I think number 6.1 would be good to use (with rewording) for those who have already left the UConn program in
order for faculty to have feedback to reflect upon and update the program itself based on student input. I don't
think this question would be as important for incoming students. As a junior in IB/M myself, I know I had/still have
little idea about every part of the UConn Education Program that I will be recieving to prepare myself for teacher
preparation. It wouldnt give very useful data to have this question be on the entrance survey. Students would only
answer with the few aspects of the program they know, such as student teaching. 6.2 could be used if it were
reworded to ask students who have passed through the program what they feel they wish they had gotten from
UConn that they didn't recieve toward teacher preparation. Incoming students will not know how to answer this
question. Even those taking the exit survey might not be able to answer this question simply because they have
not had enough experience in a school to know what they don't know. Alumni would be the best recipients of this
question because they will have been in a school system and after a few years will have seen challanges they
were not prepared for, thus have definite answer to what UConn did not provide for them.
Wording of 6.2: change of tense for exit and alumni survey.
Not sure why this is needed
Please rank the following items from 1 to 5 (where 1 = your strongest skills or qualities as an educator and 5 = your
least strong skills or qualities as an educator).
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
8.1. Ability to establish rapport with students
2 (13.33%)
1 (6.67%)
1 (6.67%)
9 (60.00%)
3.31
5 (33.33%)
10 (66.67%)
10 (66.67%)
8.2. Classroom management skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
11 (73.33%)
3.54
5 (33.33%)
10 (66.67%)
10 (66.67%)
8.3. Command of content knowledge
2 (13.33%)
0 (0.00%)
0 (0.00%)
11 (73.33%)
3.54
5 (33.33%)
10 (66.67%)
10 (66.67%)
8.4. Lesson planning skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
11 (73.33%)
3.54
5 (33.33%)
10 (66.67%)
10 (66.67%)
8.5. Lesson implementation skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
11 (73.33%)
3.54
5 (33.33%)
10 (66.67%)
10 (66.67%)
Comments:
Q 8 needs to be actually measured. This would give real data about the effectiveness of the program. Otherwise,
it measures opinions people have of themselves.
Here again you may want to change the way the questions are worded between the entry, exit and alum
I am not so sure these questions would be greatly beneficial to ask of entering students. As a junior in the IB/M
program, I assumed I could easily manage a classroom efficiently, but had never actually had experience doing
so. I would have rated myself a 4 or 5 in this area. However, after having a course on this topic this spring
semester, I now realize it is not as easy as I thought it was. So, although the comparison data of incoming to
exiting students on these questions would be interesting, I dont think it would be accurate.
These are OK on exit and alumni, but would probably be overestimated at entry (and even at exit)
I thought the survey would only take a few minutes but it takes a long time to fill in the entry exit alum part!
Rating Scale
Definitely
Omit
1
Possibly
Omit
2
1 (6.67%)
0 (0.00%)
Possibly
Maintain
3
Survey
Definitely
Maintain
4
Average
Rating
Alumni
3.75
10 (66.67%)
Rural
Suburban
Urban
9.1. How would you describe the location of
your school?
0 (0.00%)
11 (73.33%)
9.2. On average, what would be the socioeconomic status (SES) of the students in your
school?
1 (6.67%)
1 (6.67%)
0 (0.00%)
10 (66.67%)
3.58
10 (66.67%)
9.3. How would you describe the racial
composition of your school?
1 (6.67%)
1 (6.67%)
0 (0.00%)
10 (66.67%)
3.58
10 (66.67%)
9.4. How you describe your school in terms of
its overall achievement level?
1 (6.67%)
1 (6.67%)
1 (6.67%)
9 (60.00%)
3.50
10 (66.67%)
Comments:
Somewhat subjective - SES, racial and achievement level. It would be hard to get this data, however, from out of
state alumni. Target/use of this information is??? How would you expect UCONN to respond to this data other
than, "Oh my" or "What did you expect".
These seem to be repeats or are you talking about the school in which I am now teaching as an alum?
If schools are only in CT, then delete all. There are better data that answers these questions objectively.
Does "low achieving school" correspond match the terminology the school receives from test results?
Rating Scale
10.1. For how many years do you think you
will teach during your career? (fill-in)
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
0 (0.00%)
3 (20.00%)
9 (60.00%)
1 (6.67%)
3.62
Entry
Exit
Alumni
10 (66.67%)
11 (73.33%)
11 (73.33%)
Rating Scale
11.1. Please select the highest level of
education attained by your mother.
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
0 (0.00%)
5 (33.33%)
7 (46.67%)
1 (6.67%)
3.46
Entry
Exit
Alumni
12 (80.00%)
6 (40.00%)
7 (46.67%)
Rating Scale
12.1. Please select the highest level of
education attained by your father.
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
0 (0.00%)
5 (33.33%)
7 (46.67%)
1 (6.67%)
3.46
Entry
Exit
Alumni
12 (80.00%)
6 (40.00%)
7 (46.67%)
Comments:
Years you are going to teach is such a huge guess. What use is this data? Of what use if the mother/father data
other than "Oh my" or "What did you expect"?
I would put this with the beginning biographical stuff unless there is a reason for having it here.
Combine into a single question on highest education level of parents. Is this nature or nurture? Biological or
rearing parent (s)?
I don't think anyone can predict how many years they think they will be teaching. I would have probably written
down 30-35 years, simply because thats how long I hope to teach. However, I don't see how this data will be
relevant or what it will be used for, it is just a prediction.
There might be a tense problem in 10 again (provided some do not teach anymore ....) - but that is picky
again, try to collect it only once
Using a scale of 1 - 5, how satisfied were you with your Neag School of Education preparation regarding...
Rating Scale
Definitely
Omit
Possibly
Omit
Possibly
Maintain
Survey
Definitely
Maintain
Average
Rating
Entry
Exit
Alumni
1
2
3
4
13.1. The content and/or area specialty
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.2. Creating meaningful learning
experiences for students.
0 (0.00%)
0 (0.00%)
1 (6.67%)
12 (80.00%)
3.92
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.3. Classroom management skills.
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.4. Integrating technology into classroom
instruction.
0 (0.00%)
0 (0.00%)
2 (13.33%)
11 (73.33%)
3.85
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.5. Working effectively with parents.
0 (0.00%)
0 (0.00%)
1 (6.67%)
12 (80.00%)
3.92
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.6. Formative classroom assessment skills
0 (0.00%)
0 (0.00%)
1 (6.67%)
12 (80.00%)
3.92
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.7. Standardized assessment skills (e.g.,
CAPT, CMT, norm-referenced tests).
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.8. Teaching English language learners.
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.9. Teaching special education students
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.10. Teaching students who are both in
special education and English language
learners.
1 (6.67%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.69
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.11. Teaching gifted and talented students.
0 (0.00%)
0 (0.00%)
0 (0.00%)
12 (80.00%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.12. Educating students from diverse
socioeconomic backgrounds.
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.13. Understanding people from other
racial and/or ethnic backgrounds.
1 (6.67%)
1 (6.67%)
1 (6.67%)
10 (66.67%)
3.54
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.14. Encouraging interaction with students
from different backgrounds.
0 (0.00%)
2 (13.33%)
0 (0.00%)
11 (73.33%)
3.69
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.15. Educating students from diverse
cultural backgrounds.
0 (0.00%)
1 (6.67%)
0 (0.00%)
12 (80.00%)
3.85
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.16. The difficulty level of the program.
0 (0.00%)
1 (6.67%)
3 (20.00%)
9 (60.00%)
3.62
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.17. Challenging students to meet their
fullest potential.
0 (0.00%)
1 (6.67%)
1 (6.67%)
11 (73.33%)
3.77
3 (20.00%)
10 (66.67%)
10 (66.67%)
13.18. The degree of preparation for working
in the teaching profession.
0 (0.00%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
3 (20.00%)
10 (66.67%)
10 (66.67%)
Using a scale of 1 - 5, how important should the following be in preparing teachers?
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
14.1. The content and/or area specialty
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
14.2. Creating meaningful learning
experiences for students.
2 (13.33%)
0 (0.00%)
2 (13.33%)
14.3. Classroom management skills.
2 (13.33%)
0 (0.00%)
14.4. Integrating technology into classroom
instruction.
2 (13.33%)
14.5. Working effectively with parents.
Entry
Exit
Alumni
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
0 (0.00%)
3 (20.00%)
7 (46.67%)
3.25
6 (40.00%)
8 (53.33%)
7 (46.67%)
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.6. Formative classroom assessment skills
2 (13.33%)
0 (0.00%)
3 (20.00%)
7 (46.67%)
3.25
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.7. Standardized assessment skills (e.g.,
CAPT, CMT, norm-referenced tests).
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.8. Teaching English language learners.
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.9. Teaching special education students
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.10. Teaching students who are both in
special education and English language
learners.
4 (26.67%)
1 (6.67%)
2 (13.33%)
5 (33.33%)
2.67
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.11. Teaching gifted and talented students.
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.12. Educating students from diverse
socioeconomic backgrounds.
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
7 (46.67%)
7 (46.67%)
14.13. Understanding people from other
racial and/or ethnic backgrounds.
2 (13.33%)
1 (6.67%)
3 (20.00%)
6 (40.00%)
3.08
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.14. Encouraging interaction with students
from different backgrounds.
2 (13.33%)
2 (13.33%)
1 (6.67%)
7 (46.67%)
3.08
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.15. Educating students from diverse
cultural backgrounds.
2 (13.33%)
1 (6.67%)
1 (6.67%)
8 (53.33%)
3.25
6 (40.00%)
8 (53.33%)
7 (46.67%)
14.16. The difficulty level of the program.
2 (13.33%)
3 (20.00%)
2 (13.33%)
5 (33.33%)
2.83
7 (46.67%)
8 (53.33%)
7 (46.67%)
14.17. Challenging students to meet their
fullest potential.
2 (13.33%)
1 (6.67%)
3 (20.00%)
6 (40.00%)
3.08
7 (46.67%)
8 (53.33%)
7 (46.67%)
14.18. The degree of preparation for working
in the teaching profession.
2 (13.33%)
0 (0.00%)
2 (13.33%)
8 (53.33%)
3.33
6 (40.00%)
7 (46.67%)
6 (40.00%)
Rating Scale
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
15.1. Are you currently working in the field of
education?
0 (0.00%)
0 (0.00%)
0 (0.00%)
15.2. If you are currently working in the field
of education, what is your job? (fill-in)
0 (0.00%)
0 (0.00%)
15.3. Which of the following best describes
you?
0 (0.00%)
15.4. What grade(s) do you currently teach?
(Check all that apply.)
0 (0.00%)
Survey
Definitely
Maintain
4
Average
Rating
Alumni
13 (86.67%)
4.00
11 (73.33%)
1 (6.67%)
12 (80.00%)
3.92
11 (73.33%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
11 (73.33%)
0 (0.00%)
0 (0.00%)
13 (86.67%)
4.00
11 (73.33%)
1. Elementary school teacher
2. Secondary grade level teacher - Math
3. Secondary grade level teacher - Science
Comments:
#13 information should go back to the actual class/unit of instruction. Don't the students fill out exit surveys.
Wouldn't this be more accurate for exiting students. Do the students get disaggregated data about their
assessments in these areas? #14 Again. This is like choosing one child over another. Perhaps of interest on the
alumni survey.
I would change the question above from working with "both special education and ell" to working with students
who have are identified as special education as well as ELL.
How do you answer anything but highly to Q14?
For what reasons are you still involved in the field of education?
Rating Scale
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Survey
Definitely
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4
Average
Rating
Alumni
16.1. I enjoy working with the students
1 (6.67%)
0 (0.00%)
1 (6.67%)
10 (66.67%)
3.67
10 (66.67%)
16.2. I enjoy being in a diverse student
population
1 (6.67%)
0 (0.00%)
1 (6.67%)
10 (66.67%)
3.67
10 (66.67%)
16.3. I like the schedule
1 (6.67%)
0 (0.00%)
1 (6.67%)
10 (66.67%)
3.67
9 (60.00%)
16.4. It is rewarding for me when my students
learn
1 (6.67%)
0 (0.00%)
1 (6.67%)
10 (66.67%)
3.67
10 (66.67%)
16.5. I work in a supportive and challenging
atmosphere
1 (6.67%)
0 (0.00%)
0 (0.00%)
10 (66.67%)
3.73
10 (66.67%)
16.6. I like the building leaders
1 (6.67%)
0 (0.00%)
1 (6.67%)
10 (66.67%)
3.67
8 (53.33%)
16.7. Other (please specify):(fill-in)
1 (6.67%)
0 (0.00%)
0 (0.00%)
10 (66.67%)
3.73
9 (60.00%)
4 (26.67%)
0 (0.00%)
0 (0.00%)
5 (33.33%)
2.67
7 (46.67%)
16.8. Not Applicable
Comments:
Could this also be an entry level question? Comparisons might be interesting.
#16 Is this data likely to be truthful? Who would say they don't enjoy working with students, that they only want to
work with bright white students, or that it is not rewarding to work with students? Of what use is this data?
16.6 there is a difference between building leaders and building administration Also not clear, I like the schedule?
The daily class schedule or the year long schedule eg block versus daily classes or summer v year long schools.
Not clear
How about pay, benefits and a defined benefit pension plan? Its a job!!!
DO you need not applicable? Could you just send them to "away from this question" if they are not involved in ed
anymore?
Rating Scale
Definitely
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1
Possibly
Omit
2
Possibly
Maintain
3
17.1. If currently working in the field of
education, in what 3 professional
development opportunities would you be
interested? (fill-in)
0 (0.00%)
2 (13.33%)
3 (20.00%)
17.2. If you are not currently working in the
field of education, did any of these reasons
play a part in your decision to leave the
education field? (Check all that apply.)
1 (6.67%)
0 (0.00%)
1 (6.67%)
Survey
Definitely
Maintain
4
Average
Rating
Alumni
8 (53.33%)
3.46
10 (66.67%)
11 (73.33%)
3.69
9 (60.00%)
1. I had unrealistic expectations about
what an education career would be like
Comments:
Interesting data. Who can act on this information? UCONN could act on 1, 2, and 3.
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 using a Likert scale.
Rating Scale
18.1. Curriculum to cover
Definitely
Omit
1
Possibly
Omit
2
0 (0.00%)
2 (13.33%)
Possibly
Maintain
3
0 (0.00%)
Survey
Definitely
Maintain
4
9 (60.00%)
Average
Rating
Exit
Alumni
3.64
9 (60.00%)
7 (46.67%)
18.2. Classroom management issues
0 (0.00%)
2 (13.33%)
0 (0.00%)
9 (60.00%)
3.64
9 (60.00%)
7 (46.67%)
18.3. Planning lessons
0 (0.00%)
2 (13.33%)
0 (0.00%)
9 (60.00%)
3.64
9 (60.00%)
7 (46.67%)
18.4. Individualizing instruction for students
0 (0.00%)
2 (13.33%)
0 (0.00%)
9 (60.00%)
3.64
9 (60.00%)
6 (40.00%)
18.5. Motivating students
0 (0.00%)
2 (13.33%)
0 (0.00%)
9 (60.00%)
3.64
9 (60.00%)
7 (46.67%)
Comments:
I would expand this and match it to the UCONN class whee it was "covered". (See #14) That data would be
valuable to UCONN and to the school district. This speaks to consistency and articulation. Mixed messages for
the alumni would be university and their current teaching position.
Sometimes similar is not good, it can also be bad advice. Is this really the question to ask? Are you putting a
value on whether the advice is similar?
Confusing item
Both boxes checked throughout
We would like to know the degree to which you think you process the following Neag teacher
dispositions using a 5 point scale.
Rating Scale
Possibly
Maintain
3
Survey
Definitely
Omit
1
Possibly
Omit
2
Definitely
Average
Maintain
Rating
4
19.1. Content
2 (13.33%)
0 (0.00%)
1 (6.67%)
7 (46.67%)
19.2. Theory
2 (13.33%)
0 (0.00%)
1 (6.67%)
19.3. Pedagogy
2 (13.33%)
0 (0.00%)
19.4. The use of technology to enhance
learning
2 (13.33%)
19.5. Curiosity/intellectual enthusiasm
Exit
Alumni
3.30
6 (40.00%)
6 (40.00%)
7 (46.67%)
3.30
6 (40.00%)
6 (40.00%)
1 (6.67%)
7 (46.67%)
3.30
6 (40.00%)
6 (40.00%)
0 (0.00%)
1 (6.67%)
7 (46.67%)
3.30
6 (40.00%)
6 (40.00%)
2 (13.33%)
0 (0.00%)
3 (20.00%)
5 (33.33%)
3.10
6 (40.00%)
5 (33.33%)
19.6. A desire to make the learning process
enjoyable
2 (13.33%)
1 (6.67%)
3 (20.00%)
4 (26.67%)
2.90
6 (40.00%)
5 (33.33%)
19.7. A belief that all students can learn
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.8. The value of diversity in our culture
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.9. Working with a diverse student
population
3 (20.00%)
0 (0.00%)
1 (6.67%)
6 (40.00%)
3.00
6 (40.00%)
6 (40.00%)
19.10. Asking reflective questions about
important problems
2 (13.33%)
0 (0.00%)
3 (20.00%)
5 (33.33%)
3.10
6 (40.00%)
6 (40.00%)
19.11. Producing new instructional methods
3 (20.00%)
0 (0.00%)
2 (13.33%)
5 (33.33%)
2.90
5 (33.33%)
6 (40.00%)
19.12. Using multiple methods to enhance
learning opportunities
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.13. Constructing knowledge around the
abilities, interests and learning styles of all
students
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.14. Using varied methods to assess
student learning
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.15. Using differentiated instruction
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.16. Using appropriate classroom
management
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
6 (40.00%)
19.17. Collaborative learning communities
2 (13.33%)
0 (0.00%)
2 (13.33%)
6 (40.00%)
3.20
6 (40.00%)
5 (33.33%)
Comments:
What do you mean "process" the dispositions? This is unclear. This is the "truthful" thing again. Wouldn't you say
all of these? Future teachers learn the correct things to say very quickly. The question is how skilled are they at
doing these. Don't the classes ask them to demonstrate these skills? e.g. #10 You have just presented "this" to
students. What reflective questions would you ask? Rubric should be available at beginning of class. (Standards
based teaching)
I don't understand this question. Can it be reworded?
If the students/alumni answered the surveys in the past and the length was comparable, I would leave these
items in. Otherwise I would combine 19 and 20.
There are multiple items within some of those (e.g., 19.13.). Several are skills but not dispositions for example
"valuing diversity" is a disposition. Working with a diverse population isn't.
Both boxes checked throughout
Regarding aspects of teaching, please use a 1 - 5 point scale to indicate your confidence in:
Rating Scale
Survey
Definitely
Omit
1
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Omit
2
Possibly
Maintain
3
Definitely
Average
Maintain
Rating
4
20.1. Providing stimulating lessons for students
2 (13.33%)
0 (0.00%)
3 (20.00%)
6 (40.00%)
20.2. Motivating students to participate in
academic tasks
2 (13.33%)
0 (0.00%)
0 (0.00%)
20.3. Changing the way to present material to
accommodate the learning needs of all students
2 (13.33%)
0 (0.00%)
1 (6.67%)
20.5. Creating learning experiences that are
meaningful to students
Entry
Exit
Alumni
3.18
5 (33.33%)
7 (46.67%)
6 (40.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
1 (6.67%)
8 (53.33%)
3.36
5 (33.33%)
7 (46.67%)
6 (40.00%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.70
5 (33.33%)
7 (46.67%)
6 (40.00%)
2 (13.33%)
0 (0.00%)
1 (6.67%)
8 (53.33%)
3.36
5 (33.33%)
7 (46.67%)
5 (33.33%)
20.6. Implementing a variety of teaching
strategies to reach students who are not native
English speakers
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.7. Teaching even the most challenging
students
2 (13.33%)
1 (6.67%)
0 (0.00%)
8 (53.33%)
3.27
5 (33.33%)
6 (40.00%)
5 (33.33%)
20.4. Knowing what procedures to follow if you
believe a student has a disability
20.8. Addressing effectively classroom
management issues
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.9. Addressing the learning needs of students
who struggle with behavioral issues in school
2 (13.33%)
0 (0.00%)
1 (6.67%)
8 (53.33%)
3.36
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.10. Facilitating learning for all of your students 2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.11. Adapting curriculum to accommodate
individual differences
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.12. Developing a strong rapport with your
students
2 (13.33%)
1 (6.67%)
0 (0.00%)
8 (53.33%)
3.27
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.13. Meeting the needs of special education
students
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.14. Respecting cultural backgrounds different
from your own
4 (26.67%)
0 (0.00%)
0 (0.00%)
7 (46.67%)
2.91
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.15. Using effective classroom assessment
strategies
2 (13.33%)
0 (0.00%)
1 (6.67%)
8 (53.33%)
3.36
5 (33.33%)
7 (46.67%)
5 (33.33%)
20.16. Using formalized assessment (e.g., CMT,
CAPT, norm-referenced) results
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
5 (33.33%)
7 (46.67%)
6 (40.00%)
20.17. Developing a strong rapport with parents
of your students
2 (13.33%)
0 (0.00%)
3 (20.00%)
6 (40.00%)
3.18
5 (33.33%)
7 (46.67%)
6 (40.00%)
Comments:
Confidence is so subjective. What can they demonstrate? They may be very confident and really awful at doing
something. Do they role play in class? Do they respond appropriately to scenarios? Don't the professors assess
whether they can really do these. That they can do them is the point. Do teams of professors analyze the data on
their programs and look for improvements? Confidence is another issue. Teachers need to be confident. This
may be of some use with alumni.
20:13 change to Understanding and meeting the needs of culturally diverse learners or make this 2 questions
Understanding the needs of culturally diverse learners and their parents? Meeting the edcuational needs of
culturally diverse learners
There are 2 ways with the same meaning to respond to this question. Responses Definately omit for Entry and
Definately Keep for Exit and Alumni could be viewed as the same. Beware when analyzing!!
In all parts of question 20, the results may be decieving from entrance students. It is difficult to assess your
confidence level for something you have had little to no experience doing. Everyone will likely mark that they are
very confident in these areas, either to prove that they should be in the education program, or because they
simply do believe they will be confident in that area, even if they haven't had exposure to it. These questions are
very relevant and important for the other two surveys. The respecting cultural backgrounds different from your
own question is very different from the rest, it doesnt fit in here. Everyone will give a 5 on confidence level
because everyone should and hopes to say that they strongly respect others. This is more of a personality trait
than a skill in the classroom.
All 3 boxes checked for all these
Regarding aspects of teaching, please use a 1 - 6 point scale to indicate the quality of your skills.
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
21.1. Ability to establish rapport with students
2 (13.33%)
1 (6.67%)
2 (13.33%)
7 (46.67%)
3.17
3 (20.00%)
9 (60.00%)
8 (53.33%)
21.2. Assessment
2 (13.33%)
0 (0.00%)
1 (6.67%)
9 (60.00%)
3.42
3 (20.00%)
9 (60.00%)
8 (53.33%)
21.3. Classroom management skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
10 (66.67%)
3.50
3 (20.00%)
9 (60.00%)
8 (53.33%)
21.4. Command of content knowledge
2 (13.33%)
0 (0.00%)
0 (0.00%)
10 (66.67%)
3.50
3 (20.00%)
9 (60.00%)
8 (53.33%)
21.5. Lesson planning skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
10 (66.67%)
3.50
3 (20.00%)
9 (60.00%)
8 (53.33%)
21.6. Lesson implementation skills
2 (13.33%)
0 (0.00%)
0 (0.00%)
9 (60.00%)
3.45
3 (20.00%)
9 (60.00%)
8 (53.33%)
Comments:
There appears to be a list of qualities the department finds to be most important. Are their indicators - rubrics - for
what these really mean? Are there places where they can observe success with these indicators? What are the
appropriate ways they can show success with these? Do they need to pass a list of these qualities through
demonstrations to obtain the degree? If I were to judge my skill with these, I would like to say I am perfect.
Whether I am or not is another thing. This may be of some use with alumni in terms of program.
These questions seem repetitive
This better end pretty soon. My mouse-clicking shoulder is sore!
Again, these may not be appropriate questions to ask incoming students.
For the entry, we can omit this.
Using a scale of 1 - 5, how confident are you in the use of educational technology regarding...
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
Possibly
Maintain
3
22.1. Provided instruction to you on how to
use educational technology
2 (13.33%)
0 (0.00%)
2 (13.33%)
7 (46.67%)
22.2. Using computers effectively in your
classroom
2 (13.33%)
0 (0.00%)
1 (6.67%)
22.3. Using different types of educational
technology
1 (6.67%)
1 (6.67%)
22.4. Integrating educational technology into
your lessons
1 (6.67%)
2 (13.33%)
22.5. Having students better learn to using
technology
Definitely
Average
Maintain
Rating
4
Entry
Exit
Alumni
3.27
3 (20.00%)
9 (60.00%)
8 (53.33%)
8 (53.33%)
3.36
3 (20.00%)
9 (60.00%)
8 (53.33%)
1 (6.67%)
8 (53.33%)
3.45
3 (20.00%)
9 (60.00%)
8 (53.33%)
0 (0.00%)
1 (6.67%)
9 (60.00%)
3.64
3 (20.00%)
9 (60.00%)
8 (53.33%)
0 (0.00%)
2 (13.33%)
7 (46.67%)
3.27
3 (20.00%)
9 (60.00%)
8 (53.33%)
Comments:
Again. There appears to be a list of qualities the department finds to be most important. Are their indicators rubrics - for what these really mean? Are there places where they can observe success with these indicators?
What are the appropriate ways they can show success with these? Do they need to pass a list of these qualities
through demonstrations to obtain the degree? Should this section of the survey be given after certain classes
where this is explicitly taught? Reword for entry level survey. This may be of some use with alumni in terms of
program.
Most of these items aren't well written...
Rating Scale
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Omit
2
Possibly
Maintain
3
23.1. In what community and state do you
currently work? (fill-in)
0 (0.00%)
0 (0.00%)
1 (6.67%)
23.2. Have you completed an additional
degree since the completion of your degree in
education?
0 (0.00%)
0 (0.00%)
1 (6.67%)
Survey
Definitely
Maintain
4
Average
Rating
Alumni
11 (73.33%)
3.92
10 (66.67%)
11 (73.33%)
3.92
10 (66.67%)
23.3. Are you currently enrolled in an
advanced degree program?
0 (0.00%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.92
Rating Scale
Survey
Definitely
Omit
1
Possibly
Omit
2
24.1. When did you decide that you wanted to
3 (20.00%)
become a teacher?
1 (6.67%)
1 (6.67%)
7 (46.67%)
24.2. Why did you become a teacher? (fill-in)
1 (6.67%)
2 (13.33%)
9 (60.00%)
0 (0.00%)
Possibly
Maintain
3
10 (66.67%)
Definitely
Average
Maintain
Rating
4
Entry
Exit
Alumni
3.00
8 (53.33%)
4 (26.67%)
5 (33.33%)
3.67
8 (53.33%)
5 (33.33%)
7 (46.67%)
Comments:
Interesting. What do you do with this information?
I don't see the importance of the answers to 24.1. Why does it matter when a person decided to become a
teacher? 24.2 may be a good question for the entrance survey. However I don't know how this information will be
extremely useful unless there were multiple choice options to compare. The variety of fill-in results may be too
much to analyze.
How satisfied are/were you with the following aspects of the Neag School of Education's teacher preparation
program?
Rating Scale
Survey
Definitely Possibly
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Omit
1
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
25.1. The learning environment
0 (0.00%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.92
0 (0.00%)
9 (60.00%)
9 (60.00%)
25.2. The amount of learning
0 (0.00%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.92
0 (0.00%)
9 (60.00%)
8 (53.33%)
25.3. Caliber of the faculty
0 (0.00%)
0 (0.00%)
0 (0.00%)
12 (80.00%)
4.00
0 (0.00%)
9 (60.00%)
9 (60.00%)
25.4. Clinical placements
0 (0.00%)
0 (0.00%)
0 (0.00%)
12 (80.00%)
4.00
0 (0.00%)
9 (60.00%)
9 (60.00%)
25.5. Relationships with your instructors
0 (0.00%)
0 (0.00%)
3 (20.00%)
9 (60.00%)
3.75
0 (0.00%)
9 (60.00%)
9 (60.00%)
25.6. Levels of supervisory support
0 (0.00%)
0 (0.00%)
0 (0.00%)
12 (80.00%)
4.00
0 (0.00%)
9 (60.00%)
8 (53.33%)
Comments:
Caliber of the students?
25.1, 25.2, 25.3 and 25.5 Could be done at the end of a course. 25.4 and 25.6 at the end of a placement. This
would allow more specific and therefore more actionable information.
These questions only need to be asked once.
All boxes checked in entry exit alumni throughout.
Rating Scale
Survey
Definitely Possibly
Omit
Omit
1
2
Possibly
Maintain
3
Definitely
Maintain
4
Average
Rating
Entry
Exit
Alumni
26.1. If UConn were to make improvements
to the teacher preparation program what
would be the most important thing for them to
improve? Why? (fill-in)
0 (0.00%)
0 (0.00%)
2 (13.33%)
11 (73.33%)
3.85
1 (6.67%)
11 (73.33%)
11 (73.33%)
26.2. Please add anything pertinent that you
do not feel was covered in this survey. (fill-in)
0 (0.00%)
0 (0.00%)
1 (6.67%)
11 (73.33%)
3.92
4 (26.67%)
10 (66.67%)
10 (66.67%)