THE NEAG SCHOOL OF
EDUCATION’S TEACHER
PREPARATION PROGRAM:
2002-2007 ALUMNI SURVEY RESULTS
Authors
In conjunction with the TNE Assessment Committee
Draft March 2008
EXECUTIVE SUMMARY
The purpose of this study is to gather information from
alumni of the Neag Teacher Preparation Programs in order
to improve the programs and enhance pupil achievement.
This survey is designed to provide evidence on the value of
teacher preparation in promoting pupil learning and relates
to all tenants of the Teachers for a New Era (TNE)
initiative, funded by the Carnegie Corporation with
additional funding from the Annenberg and Ford
Foundations.
Participants in this survey were alumni from 2002 to 2007
from the Neag Teacher Preparation Program, both the
Integrated Bachelor’s/Master’s Teacher Education (IB/M)
and Teacher Certification Program for College Graduates
(TCPCG) components. The original sample consisted of
xxx
Research questions focused on alumni satisfaction with
multi-faceted aspects of their teacher education program
including diversity.
For the procedure, individuals were mailed a cover letter
and a series of e-mail and one postcard follow-ups.
Data for analyses were entered into SPSS. Missing data
and less than five group responses were excluded.
Frequency distributions, means, and standard deviations
were calculated as appropriate. Significance levels for ttests are reported at the .05 level and effect sizes were
calculated using the Cohen’s d formula.
The results produced the following highlights.

What are some background statistics?
i
 What were there reflections about the teaching
training program?
 What were their reflections about being a teacher?
Dispositions
Standards
 How do they “grade” the Neag School of
Education?
TABLE OF CONTENTS
INTRODUCTION ……………………………………………………….
METHODOLOGY ……………………………………………………...
Participants …………………………………………………………………….
Instrumentation ………………………………………………………………..
Research Questions ……………………………………………………………
Procedures ……………………………………………………………………..
RESULTS ……………………………………………………………...
Background Information ………………………………………………………
Reflection on Teacher Education Program ……………………………………
Reflections on You as a Teacher ………………………………………………
Qualitative Evaluation of the Program ………………………………………...
Dispositions
Standards
Grade for Overall Quality ……………………………………………………..
SUMMARY …………………………………………………………….
REFERENCES…………………………………………………………..
APPENDIX A: THE SURVEY INSTRUMENT…………………………….
ii
Page
1
LIST OF TABLES
Page(s)
Table 1
Personal Background Information Overall and by Program
Table 2
Personal Background Information by Field
Table 3
Professional Background Information Overall and by Program
Table 4
Respondents’ Year of Graduation
Table 5
Respondents’ Years of Graduation by Program
Table 6
Respondents Level of Education Attainment by the Parents
Table 7
Overall Ratings with Program Components
Table 8
Overall Ratings for Importance with Program Components
Table 9
Comparison of Satisfaction and Importance Ratings
Table 10
Comparison of Satisfaction and Importance Rating: Previous and Current
Year
Table 11
Ratings with Satisfaction for Program Components by IB/M Alumni
Table 12
Ratings with Satisfaction for Program Components by TCPCG Alumni
Table 13
Ratings with Importance for Program Components by IB/M Alumni
Table 14
Ratings with Importance for Program Components by TCPCG Alumni
Table 15
Comparison of Satisfaction and Importance Rating for IB/M Alumni
Table 16
Comparison of Satisfaction and Importance Rating for TCPCG Alumni
Table 17
Ratings for Satisfaction with Program Components by Field
Table 18
Ratings for Importance with Program Components by Field
Table 19
Comparison of Satisfaction and Importance Rating by Field
Table 20
Overall Satisfaction, Importance, and Difference Ratings on Select Diversity
Statements
Table 21
Overall Satisfaction, Importance, and Difference Ratings on Select Diversity
Statements by IB/M Alumni
Table 22
Overall Satisfaction, Importance, and Difference Ratings on Select Diversity
Statements by TCPCG Alumni
Overall Satisfaction, Importance, and Difference Ratings on Select Diversity
Statements by Field
Table 23
iii
Table 24
Overall Ratings on Satisfaction with Learning about the Teaching Profession
Table 25
Overall Ratings on Satisfaction with Learning about the Teaching Profession
by IB/M Alumni
Table 26
Overall Ratings on Satisfaction with Learning about the Teaching Profession
by TCPCG Alumni
Table 27
Overall Ratings on Satisfaction with Learning about the Teaching Profession
by Field
Table 28
Overall Ratings of the Neag School
Table 29
Ratings of the Neag School by IB/M Alumni
Table 30
Ratings of the Neag School by TCPCG Alumni
Table 31
Ratings of the Neag School by Field
Table 32
Teacher Education Program Completed Overall and by Program
Table 33
Teacher Education Program Completed by Field
Table 34
Current Involvement in Education Overall and by Program
Table 35
Current Involvement in Education by Field
Table 36
Grade Level Current Taught by Neag Alumni
Table 37
Type of Teaching Position Currently Held by Neag Alumni
Table 38
Table 38
Overall Explanation for Involvement in Education: Previous and Current
Year
Overall Explanation for Involvement in Education by Program
Table 40
Teacher Dispositions Overall and by Program
Table 41
Teacher Dispositions by Field
Table 42
Elementary Education Standards
Table 43
Special Education Standards
Table 44
English Standards
Table 45
History/Social Studies Standards
Table 46
Science Standards
Table 47
Mathematics Standards
Table 48
World Language Standards
Table 49
Likelihood of Alumni Choosing to Attend UConn Again, If Possible Overall
and by Program
Likelihood of Alumni Choosing to Attend UConn Again, If Possible by Field
Table 50
Table 51
Table 52
Grade for Overall Quality of Teacher Education Program Overall and by
Program
Grade for Overall Quality of Teacher Education Program Overall and by
Field
iv
NEAG SCHOOL OF EDUCATION’S
TEACHER PREPARATION PROGRAM
2002–2007 ALUMNI SURVEY RESULTS
Authors
Date
Teachers who graduated from the Neag School of Education’s Teacher Preparation
Program at the University of Connecticut (UConn) from 2002-2007 were asked to
complete a survey by January 30. The purpose of this report is to summarize the
results.
INTRODUCTION
As stated in Neag School of Education’s Teacher Preparation Program 2002–2007
Alumni Survey Results (Yakimowski, Li, & Nicholson, 2008):
The UConn Neag School of Education’s1 Teacher Preparation Program is
comprised of two components: the Integrated Bachelors/Masters (IB/M)
Program and the Teacher Certification Program for College Graduates
(TCPCG). The IB/M is a five-year teacher preparation program that integrates
coursework and school-based clinical experiences. In addition, the UConn
Music Department offers a four-year dual-degree program in music education
with courses taken with IB/M students. The school developed the second
component of the Teacher Preparation Program, TCPCG, for individuals with a
college degree who wish to gain secondary level teacher certification. For
example, an individual with a bachelor’s degree in biology may attend TCPCG
for a secondary level certification in biology or science education.
In addition to the Teacher Preparation Program, UConn is one of 11 institutions
receiving the Teachers for a New Era (TNE) grant award from the Carnegie
Corporation. The TNE project adheres to three main principles: (1) using
evidence to drive decision-making; (2) supporting collaboration between the
schools of arts and sciences and the school of education; and (3) clinical
practice as a foundation for pre-service and induction of new teachers. The
2007-2008 year represents UConn’s fifth year participating in TNE.
1
Herein referred to as the Neag School.
5
Both components of the Teacher Preparation Program and the TNE project
work collaboratively to improve pre-service teacher quality. Together, they
were interested in gathering information from alumni of the Neag Teacher
Preparation Program.
A full review …
But, what are the views today of the UConn alumni? Are they similar or different than
those found in the past?
METHOD
Keeping in mind the national and state perspectives detailed in the last TNE report on
alumni, pertinent university scholarship, and UConn data, a survey was developed with
three goals in mind: (1) finding out alumni feelings about diversity; (2) determining
alumni satisfaction with multi-faceted aspects of their program/department such as course
content, faculty involvement, and job readiness; and, (3) informing the principle(s) of the
TNE project.
Participants
6
Reflections
on Self
Reflections on Teacher
Education Program
Classroom
Management
SocioEconomic
Status
Special
Education
Background
Information
Neag
Qualities
As a Teacher
Preparation for
Teaching
English
Language
Learners
Diversity
Faculty
Overall
Grade
Program
Race/
Ethnicity
Advanced
Degrees
Curriculum,
Instruction,
and
Assessment
Parents’
Education
Language
Professional
Development
Job
Readiness
Difficulty
Current
Position
Racial/
Ethnic
Gifted &
Talented
Standardized
Assessment
Strengths &
Weaknesses
Socio-political
Practical
Experiences
Different
Pedagogical
Approaches
Dealing
With
Changes
Parents
Formative
Assessment
CT Common
Core of
Teaching
Collaboration
Paperwork
Time
Management
Graduate
survey
Figure Figure
A. GraphicA:
depiction
of the first
two majorgraphic
areas of questions, reflections on your teacher education program and on you as a
teacher, on the survey.
7
Instrumentation
The instrument was designed with general research questions to explore what graduates’
reflections have on their teacher education program, perceive themselves as teachers, and
background characteristics. The survey represents several different themes which can be
displayed in graphic form (see Figure A). The items contained within the survey align
with those administered at other institutions, as well as previously administered surveys
within UConn. A full detailed explanation of the survey may be found in Yakimowski,
Li, and Nicholson, 2008).
Two additions to this alumni survey were made, dispositions and standards.
Dispositions dealt with ascertaining the degree to which the students think they possess
certain teacher characteristics. The Neag’s Teacher Education Program’s dispositions
were included on the survey. Students were ask to select the most appropriate response
ranging from 1 - 5 (1=strongly disagree, 2=disagree, 3=agree, 4= strongly disagree, 5=
don’t know). For the standards portion of the survey, a student was asked to pick a field
they want to pursue and the survey was “customized” to the chosen field. For example,
the mathematics standards were administered to all students indicating they were
pursuing a position as a mathematics teacher.
Research Questions
Keeping in mind the conceptual model and the instrument design, the following research
questions were posed and are addressed in this ordered under the results section:
Q1: Background information
Q2:
A.
What are the gender, ethnicity, and primary language of the
respondents overall, by program, and by field?
B.
What is the professional background information of the
respondents overall and by program?
C.
In which year did the respondents’ graduate?
D.
What are the levels of education attained by the parents of the
respondents overall and by program?
Reflections on the teacher education program and diversity
A.
What are the overall ratings for satisfaction and importance
with the teacher education program components?
B.
How do respondents’ importance and satisfaction ratings
compare?
C.
Any interesting patterns by IB/M and/or TCPCG alumni on
the overall ratings for satisfaction and importance with the
teacher education program components?
D.
How do IB/M alumni’s importance and satisfaction ratings
compare? How about TCPCG? How about by field?
8
Q3:
Q4:
Q5:
Q6:
E.
How do respondents feel about diversity preparation overall,
by program, and by field?
F.
What are the ratings for satisfaction with learning about
teaching overall, by program, by field?
G.
What are the overall ratings of the Neag School for
satisfaction with qualities of the Neag School of Education
overall, by program, by field?
J.
What are the ratings by IB/M and/or TCPCG alumni on the
overall ratings for satisfaction of the Neag School? By field?
Reflections on you as a teacher
A.
From which teacher program did the respondents graduate
overall, by program, and by field?
B.
How many respondents are currently involved in the field of
education overall , by program, and by field?
C.
What grade levels are taught by the respondents?
D.
What types of teaching positions are currently held by the
respondents?
E.
Why are the respondents involved in field of education?
Dispositions and standards
A.
What are the teacher dispositions overall, by program, and by field?
B.
What is the self-reported level of attainment of the respective
standards overall and by program?
Qualitative program evaluation
A.
What did you find most valuable about your teacher
education program?
B.
What did you find least valuable about your teacher
education program?
C.
What, if anything, was missing from your teacher education
program?
D.
If you could start over again, would you go to the same
institution, why?
E.
What three professional development opportunities would
you is interested in?
F.
Please tell us anything else tied to your teacher preparation
program or your career that is relevant that you would like to
share.
Grade for overall program quality
9
A.
What is the likelihood of the alumni choosing to attend
UConn again?
B.
What is the grade for the overall quality of the Teacher
Education Program?
C.
What do dissatisfied alumni say about the program?
Procedures
A cover letter was mailed
Post card sent
E-mail
Also, an incidence was offered. Alumni who completed the survey had one chance at
winning one of 10 amazon.com gift cards.
The files were later merged into SPSS from Persuis and all quantitative data was
analyzed using this software.
Summary results were analyzed by a TNE graduate assistants overseen by the Neag
School’s Director of Assessment. Qualitative results were
Scores reflect those obtained from the available survey responses. Any missing data was
not included. Group level analyses responded to by fewer than five alumni were
excluded. Results were compiled to reflect all Neag alumni, as well as distributed by
program component. The number of students and the mean score are summarized in
charts and trends described. Finally, significance levels for t-tests are reported at the .05
level and effect sizes were calculated using the Cohen’s d formula.
10
RESULTS
The general characteristics of respondents along with by their assessment of the program
and descriptions of the self as an educator are presented. More specifically, results will be
presented in the following order:
Q1: Background information,
Q2: Reflections on teacher education program and diversity,
Q3: Reflections on you as a teacher,
Q4: Dispositions and standards,
Q5:
Qualitative program evaluation, and
Q6:
Grade for overall program quality.
Background Information
There were four general questions addressed in background information.
Q1a: What are the gender, ethnicity and primary language of the
respondents overall, by program component, and by field?
Alumni provided general background information regarding gender, race/ethnicity and
primary language.
TABLE 1
Personal Background Information Overall and by Program
Sex
Female
Male
Missing
Race/Ethnicity
White/Caucasian
Black or African American
Hispanic American
Asian/Pacific Islander
Native American
Other
Missing
Primary Language
English
Spanish
Other
Missing
Previous
Total
%
N
214
78.7
47
17.3
11
4.0
N
104
23
4
%
79.4
17.6
3.1
N
73
18
1
%
79.3
19.6
1.1
N
24
4
1
%
82.8
13.8
3.4
240
2
9
8
0
1
12
88.2
0.7
3.3
2.9
0.0
0.4
4.4
109
1
5
6
1
3
6
83.2
.8
3.8
4.6
.8
2.3
4.6
78
1
4
4
1
1
3
84.8
1.1
4.3
4.3
1.1
1.1
3.3.
23
0
1
2
0
2
1
79.3
.0
3.4
6.9
.0
6.9
3.4
245
7
13
7
90.0
2.6
4.8
2.6
114
1
11
5
87.0
.8
8.4
3.8
81
0
9
2
88.0
.0
9.8
2.2
26
1
2
0
89.7
3.4
6.9
.0
* Note: IB/M n = 92, TCPCG n = 29.
11
Total
IB/M
TCPCG
TABLE 2
Personal Background Information by Field
Sex
Female
Male
Missing
Race/Ethnicity
White/Caucasian
Black or Afr Am
Hispanic Am
Asian/Pac Isl
Native Am
Other
Missing
Primary Language
English
Spanish
Other
Missing
N
ElEd
%
29
3
90.6
9.4
0
.0
27
1
1
2
0
0
1
84.4
3.1
3.1
6.3
.0
.0
3.1
29
0
3
0
90.6
.0
9.4
.0
SpEd
N
%
10 100.0
0
.0
0
9
0
0
1
0
0
0
9
0
1
0
.0
.9
.0
.0
.1
.0
.0
.0
.9
.0
.1
.0
SecEd
N
%
45
73.8
15
24.6
Agr
N
3
0
Eng
N
14
4
Rdg
N
0
1
1
1.6
0
0
0
50
0
3
3
1
2
2
82.0
.0
4.9
4.9
1.6
3.3
3.3
3
0
0
0
0
0
0
14
0
1
0
1
1
1
1
0
0
0
0
0
0
54
1
6
0
88.5
1.6
9.9
.0
3
0
0
0
17
1
0
0
1
0
0
0
Ma
N
9
1
Mu
N
4
0
Sci
N
10
2
SS
N
0
2
0
0
4
0
0
0
0
0
2
10
0
0
2
0
0
0
12
0
1
0
0
0
0
8
0
1
1
0
0
0
8
0
2
0
4
0
0
2
10
0
2
0
Q1b: What is the professional background information
of the respondents overall, by program, and by field?
TABLE 3
Professional Background Information Overall and by Program
Previous
Total
Have you earned an additional
degree since the completion of your
degree in education?
Yes
No
Missing
Are considering or currently enrolled
in an advanced degree program?
Yes
No
Missing
Total
IB/M
TCPCG
N
58
198
16
%
21.3
72.8
5.9
N
5
122
4
%
3.8
93.1
3.1
N
2
89
1
%
2.2
96.7
1.1
N
0
28
1
%
.0
96.6
3.4
125
134
13
46.0
49.3
4.8
59
66
6
45.0
50.4
4.6
38
51
3
41.3
55.4
3.3
14
14
1
48.3
48.3
3.4
12
5
8
11
0
2
0
Q1c: In which year did the respondents’ graduate overall, by program, and by field?
TABLE 4
Respondents’ Year of Graduation
Year
2003
2004
2005
2006
2007
Missing
Sample
N
% of Resp
Teacher Education
N
% of Total
19
10
24
34
44
19
14.5
7.6
18.3
26.0
33.6
14.5
TABLE 5
Respondents’ Year of Graduation by Program
IB/M
Year
2003
2004
2005
2006
2007
Missing
N
15
5
17
26
29
0
TCPCG
N
%
1
3.0
1
3.0
6
21.0
8
28.0
13
45.0
0
.0
%
16.0
5.0
18.0
28.0
32.0
.0
Q1d: What are the levels of education attained by the parents of the respondents?
TABLE 6
Respondents Level of Education Attained by the Parents
Mother
N
4
27
2
34
24
34
1
5
Did not receive a high school diploma
Received a high school diploma
Earned a GED
Attended some college
Completed an undergraduate degree
Completed a graduate degree
Don’t know
Missing
13
%
3.1
20.6
1.5
26.0
18.3
26.0
0.8
3.8
Father
N
5
19
2
21
50
28
2
4
%
3.8
14.5
1.5
16.0
38.2
21.4
1.5
3.1
Reflections on Teacher Education Program
The survey asks alumni to reflect on several aspects of the Neag School. Aspects of the
program that were addressed included: preparation for diversity, assessment skills,
effective classroom management, and program difficulty. There were nine general
questions asked.
Q2a: What are the overall ratings for satisfaction and importance with the
teacher education program components?
14
TABLE 7
Overall Ratings for Satisfaction with Program Components
Missing
1.
2.
M
SD
Very
Dissatisfied
Very
Satisfied
1
2
3
4
5
4
4.2
1.0
7
2
7
54
57
4
4.2
0.9
3
4
13
55
52
3.
The content and/or area specialty.
Creating meaningful learning experiences for students in
English.
Classroom management skills.
6
3.1
1.3
16
31
22
36
20
4.
Integrating technology into classroom instruction.
4
3.5
1.2
11
19
18
52
27
5.
Working effectively with parents.
4
3.0
1.1
14
28
40
35
10
Formative classroom assessment skills.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
8. Teaching English language learners.
9. Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
5
3.9
1.0
3
8
19
59
37
4
3.4
1.0
4
16
43
48
16
5
5
3.4
3.5
1.1
1.1
6
6
28
19
23
24
48
56
21
21
4
2.9
1.1
17
30
41
32
7
5
3.4
1.1
7
18
32
53
16
12. Educating students from diverse socioeconomic backgrounds.
4
3.7
1.1
5
15
25
56
26
4
3.9
1.0
5
10
20
56
36
4
3.7
1.0
4
13
33
49
28
6.
7.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different
backgrounds.
15. Educating students from diverse cultural backgrounds.
6
3.8
1.0
4
11
22
61
27
16. The difficulty level of the program.
5
3.8
1.1
5
8
27
47
39
17. Challenging students to meet their fullest potential.
4
3.8
1.0
2
13
26
51
35
18. The degree of preparation for working in the teaching
profession.
5
4.0
1.1
5
10
13
51
47
Note. 1=Very Dissatisfied, 2=Slightly Dissatisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied.
15
TABLE 8
Overall Ratings for Importance with Program Components
Missing
1.
2.
M
SD
Very
Dissatisfied
Very
Satisfied
1
2
3
4
5
7
4.7
0.5
0
0
2
38
84
8
4.7
0.5
0
0
3
27
93
3.
The content and/or area specialty.
Creating meaningful learning experiences for students in
English.
Classroom management skills.
7
4.8
0.6
1
0
3
19
101
4.
Integrating technology into classroom instruction.
6
3.8
0.9
1
12
22
62
28
5.
Working effectively with parents.
7
4.2
0.8
0
3
18
49
54
Formative classroom assessment skills.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
8. Teaching English language learners.
9. Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
7
4.3
0.7
1
1
10
62
50
7
3.8
1.0
5
6
29
52
32
7
7
3.9
4.5
1.0
0.7
2
0
11
2
27
9
42
36
42
77
7
4.0
1.0
3
8
22
47
44
7
3.9
0.9
2
7
27
53
35
12. Educating students from diverse socioeconomic backgrounds.
6
4.3
0.8
1
3
12
46
63
6
4.4
0.8
1
0
14
43
67
6
4.3
0.8
1
2
14
44
64
7
4.4
0.8
1
1
12
49
61
16. The difficulty level of the program.
7
3.9
0.9
2
5
25
59
33
17. Challenging students to meet their fullest potential.
7
4.6
0.5
0
0
2
48
74
18. The degree of preparation for working in the teaching
profession.
6
4.7
0.6
1
1
2
29
92
6.
7.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different
backgrounds.
15. Educating students from diverse cultural backgrounds.
Note. 1=Very Dissatisfied, 2=Slightly Dissatisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied.
16
Q2b: How do respondents’ importance and satisfaction ratings compare?
TABLE 9
Comparison of Satisfaction and Importance Ratings
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for
students in English.
Classroom management skills.
3.
4.
5.
Integrating technology into classroom
instruction.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT,
CMT, norm-referenced tests).
Teaching English language learners.
9.
Teaching special education students.
10.
Teaching students who are both in special
education and English language learners.
Teaching gifted and talented learners.
11.
12.
13.
14.
15.
16.
17.
18.
Mean Diff
SD
-0.5
1.1
95% CI of the
Difference
Lower
Upper
-0.7
-0.3
-0.6
1.0
-0.7
-0.4
0.00
-1.7
1.3
-1.9
-1.4
0.00
-0.3
1.5
-0.6
-0.1
0.01
-1.3
1.3
-1.5
-1.0
0.00
-0.3
1.0
-0.5
-0.2
0.00
-0.4
1.2
-0.6
-0.2
0.00
-0.5
1.3
-0.7
-0.3
0.00
-1.0
1.3
-1.2
-0.8
0.00
-1.2
1.4
-1.4
-0.9
0.00
-0.5
1.3
-0.7
-0.3
0.00
-0.7
1.2
-0.9
-0.5
0.00
-0.6
1.1
-0.8
-0.4
0.00
-0.7
1.1
-0.9
-0.5
0.00
-0.6
1.1
-0.8
-0.4
0.00
-0.1
1.2
-0.3
0.1
0.37
-0.8
1.0
-0.9
-0.6
0.00
-0.7
1.1
-0.9
-0.5
0.00
Educating students from diverse
socioeconomic backgrounds.
Understanding people from other racial
and/or ethnic backgrounds.
Encouraging interaction with students from
different backgrounds.
Educating students from diverse cultural
backgrounds.
The difficulty level of the program.
Challenging students to meet their fullest
potential.
The degree of preparation for working in the
teaching profession.
17
Sig.
0.00
TABLE 10
Comparison of Satisfaction and Importance Ratings: Previous and Current Year
Previous
Current Year
Mean Diff
Mean Diff
1.
The content and/or area specialty.
-0.5
-0.5
2.
Creating meaningful learning experiences for students.
-0.4
-0.6
3.
Classroom management skills.
-1.7
-1.7
4.
Integrating technology into classroom instruction.
-0.7
-0.3
5.
Working effectively with parents.
-1.5
-1.3
6.
Formative classroom assessment skills.
-0.5
-0.3
7.
-0.5
-0.4
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
-0.7
-0.5
9.
Teaching special education students.
-0.9
-1.0
10.
Teaching students who are both in special education and
English language learners.
Teaching gifted and talented learners.
-1.0
-1.2
-0.4
-0.5
-0.5
-0.7
-0.4
-0.6
-0.5
-0.7
-0.4
-0.6
11.
12.
15.
Educating students from diverse socioeconomic
backgrounds.
Understanding people from other racial and/or ethnic
backgrounds.
Encouraging interaction with students from different
backgrounds.
Educating students from diverse cultural backgrounds.
16.
The difficulty level of the program.
-0.2
-0.1
17.
Challenging students to meet their fullest potential.
-0.6
-0.8
18.
The degree of preparation for working in the teaching
profession.
-0.8
-0.7
13.
14.
Q2c: Any interesting patterns by IB/M and/or TCPCG alumni on the overall ratings
for satisfaction with teacher education program components?
18
TABLE 11
Ratings for Satisfaction with Program Components by IB/M Alumni
Missing
M
SD
Very
Dissatisfied
1
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Very Dissatisfied, 2=Slightly Dissatisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied.
19
Very
Satisfied
2
3
4
5
TABLE 12
Ratings for Satisfaction with Program Components by TCPCG Alumni
Missing
M
SD
Very
Dissatisfied
1
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Very Dissatisfied, 2=Slightly Dissatisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied
20
Very
Satisfied
2
3
4
5
TABLE 13
Ratings for Importance with Program Components for IB/M Alumni
Missing
M
SD
Not at all
Important
1
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Not At All Important, 2=Slightly Important, 3=Somewhat Important, 4=Important, 5=Very Important
21
Very
Important
2
3
4
5
TABLE 14
Ratings for Importance with Program Components for TCPCG Alumni
Missing
M
SD
Not at all
Important
1
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Not At All Important, 2=Slightly Important, 3=Somewhat Important, 4=Important, 5=Very Important
22
Very
Important
2
3
4
5
Q2d: How do IB/M alumni’s importance and satisfaction ratings compare? How about
TCPCG? How about be field?
TABLE 15
Comparison of Satisfaction and Importance Ratings for IB/M Alumni
M Diff
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences
for students in English.
Classroom management skills.
3.
4.
5.
Integrating technology into classroom
instruction.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g.,
CAPT, CMT, norm-referenced tests).
Teaching English language learners.
9.
Teaching special education students.
10.
Teaching students who are both in special
education and English language learners.
Teaching gifted and talented learners.
11.
12.
13.
14.
15.
16.
17.
18.
Educating students from diverse
socioeconomic backgrounds.
Understanding people from other racial
and/or ethnic backgrounds.
Encouraging interaction with students
from different backgrounds.
Educating students from diverse cultural
backgrounds.
The difficulty level of the program.
Challenging students to meet their fullest
potential.
The degree of preparation for working in
the teaching profession.
23
SD
t
Sig.
ES
TABLE 16
Comparison of Satisfaction and Importance Ratings for TCPCG Alumni
M Diff
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences
for students in English.
Classroom management skills.
3.
4.
5.
Integrating technology into classroom
instruction.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT,
CMT, norm-referenced tests).
Teaching English language learners.
9.
Teaching special education students.
10.
Teaching students who are both in special
education and English language learners.
Teaching gifted and talented learners.
11.
12.
13.
14.
15.
16.
17.
18.
Educating students from diverse
socioeconomic backgrounds.
Understanding people from other racial
and/or ethnic backgrounds.
Encouraging interaction with students from
different backgrounds.
Educating students from diverse cultural
backgrounds.
The difficulty level of the program.
Challenging students to meet their fullest
potential.
The degree of preparation for working in
the teaching profession.
24
SD
t
Sig.
ES
TABLE 17
Ratings for Satisfaction with Program Components by Field
ElemEd
n
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Very Dissatisfied, 2=Slightly Dissatisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied.
25
SpEd
SecEd
Agr
Eng
ForL
Ma
Mu
Sci
SS
TABLE 18
Ratings for Importance with Program Components by Field
ElemEd
n
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences for students in English.
3.
Classroom management skills.
4.
Integrating technology into classroom instruction.
5.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT, CMT, normreferenced tests).
Teaching English language learners.
9.
Teaching special education students.
10. Teaching students who are both in special education and English
language learners.
11. Teaching gifted and talented learners.
12. Educating students from diverse socioeconomic backgrounds.
13. Understanding people from other racial and/or ethnic
backgrounds.
14. Encouraging interaction with students from different backgrounds.
15. Educating students from diverse cultural backgrounds.
16. The difficulty level of the program.
17. Challenging students to meet their fullest potential.
18. The degree of preparation for working in the teaching profession.
Note. 1=Not At All Important, 2=Slightly Important, 3=Somewhat Important, 4=Important, 5=Very Important
26
SpEd
SecEd
Agr
Eng
ForL
Ma
Mu
Sci
SS
TABLE 19
Comparison of Satisfaction and Importance Ratings by Field
1.
The content and/or area specialty.
2.
Creating meaningful learning experiences
for students in English.
Classroom management skills.
3.
4.
5.
Integrating technology into classroom
instruction.
Working effectively with parents.
6.
Formative classroom assessment skills.
7.
8.
Standardized assessment skills (e.g., CAPT,
CMT, norm-referenced tests).
Teaching English language learners.
9.
Teaching special education students.
10.
Teaching students who are both in special
education and English language learners.
Teaching gifted and talented learners.
11.
12.
13.
14.
15.
16.
17.
18.
Educating students from diverse
socioeconomic backgrounds.
Understanding people from other racial
and/or ethnic backgrounds.
Encouraging interaction with students from
different backgrounds.
Educating students from diverse cultural
backgrounds.
The difficulty level of the program.
Challenging students to meet their fullest
potential.
The degree of preparation for working in
the teaching profession.
Q2e: How do respondents feel about diversity preparation overall, by program,
and by field?
TABLE 20
Overall Satisfaction, Importance, and Difference Ratings on Selected Diversity Statements
Satis.
M
A.
Teaching English language learners
B.
Teaching special education students
C.
Teaching students who are both in
special education and English language
learners
D.
Teaching gifted and talented learners
E.
Educating students from diverse
socioeconomic backgrounds
F.
Understanding people from other racial
and/or ethnic background
G.
Encouraging interaction with students
from different backgrounds
H.
Educating students from diverse cultural
backgrounds
Impor. M M Diff
SD
Sig.
ES
TABLE 21
Satisfaction, Importance, and Difference Ratings on Selected Diversity Statements for IB/M Alumni
Satis.
M
A.
Teaching English language learners
B.
Teaching special education students
C.
Teaching students who are both in
special education and English language
learners
D.
Teaching gifted and talented learners
E.
Educating students from diverse
socioeconomic backgrounds
F.
Understanding people from other racial
and/or ethnic background
G.
Encouraging interaction with students
from different backgrounds
H.
Educating students from diverse cultural
backgrounds
28
Impor. M M Diff
SD
Sig.
ES
TABLE 22
Satisfaction, Importance, and Difference Ratings on Selected Diversity Statements for TCPCG Alumni
Satis.
M
A.
Teaching English language learners
B.
Teaching special education students
C.
Teaching students who are both in
special education and English language
learners
D.
Teaching gifted and talented learners
E.
Educating students from diverse
socioeconomic backgrounds
F.
Understanding people from other racial
and/or ethnic background
G.
Encouraging interaction with students
from different backgrounds
H.
Educating students from diverse cultural
backgrounds
Impor. M M Diff
SD
Sig.
ES
TABLE 23
Satisfaction, Importance, and Difference Ratings on Selected Diversity Statements by Field
A.
Teaching English language learners
B.
Teaching special education students
C.
Teaching students who are both in
special education and English language
learners
D.
Teaching gifted and talented learners
E.
Educating students from diverse
socioeconomic backgrounds
F.
Understanding people from other racial
and/or ethnic background
G.
Encouraging interaction with students
from different backgrounds
H.
Educating students from diverse cultural
backgrounds
29
Q2f: What are the overall ratings for satisfaction with learning about the teaching overall, by
program, and by field?
30
TABLE 24
Overall Ratings on Satisfaction with Learning about the Teaching Profession
Missing M
Very
Dissatisfied
SD
1
2
Very
Satisfied
3
4
5
1. Understand how students learn.
2. Use different pedagogical
approaches.
3. Implement Connecticut’s Common
Core of Teaching.
4. Handle the paperwork associated
with your job.
5. Manage time throughout the
school day.
6. Collaborate with other adults.
7. Adapt to changes in content and/or
resources.
8. Deal with changes in the
classroom or school.
Note. 1=Very Dissatisfied, 2=Slightly Satisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied
TABLE 25
Ratings on Satisfaction with Learning about the Teaching Profession for IB/M Alumni
Missing M
Very
Satisfied
Very
Dissatisfied
SD
1
2
1. Understand how students learn.
2. Use different pedagogical
approaches.
3. Implement Connecticut’s
Common Core of Teaching.
4. Handle the paperwork
associated with your job.
5. Manage time throughout the
school day.
6. Collaborate with other adults.
7. Adapt to changes in content
and/or resources.
8. Deal with changes in the
classroom or school.
Note. 1=Very Dissatisfied, 2=Slightly Satisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied
31
3
4
5
TABLE 26
Ratings on Satisfaction with Learning about the Teaching Profession by TCPCG Alumni
Missing M
Very
Satisfied
Very
Dissatisfied
SD
1
2
3
4
5
1. Understand how students learn.
2. Use different pedagogical
approaches.
3. Implement Connecticut’s
Common Core of Teaching.
4. Handle the paperwork
associated with your job.
5. Manage time throughout the
school day.
6. Collaborate with other adults.
7. Adapt to changes in content
and/or resources.
8. Deal with changes in the
classroom or school.
Note. 1=Very Dissatisfied, 2=Slightly Satisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied
TABLE 27
Ratings on Satisfaction with Learning about the Teaching Profession by Field
Elem
SpEd
Ed
SecEd
Agr
Eng
ForL
Ma
Mu
1. Understand how students learn.
2. Use different pedagogical
approaches.
3. Implement Connecticut’s
Common Core of Teaching.
4. Handle the paperwork
associated with your job.
5. Manage time throughout the
school day.
6. Collaborate with other adults.
7. Adapt to changes in content
and/or resources.
8. Deal with changes in the
classroom or school.
Note. 1=Very Dissatisfied, 2=Slightly Satisfied, 3=Neutral, 4=Slightly Satisfied, 5=Very Satisfied
Q2g: What are the overall ratings of the Neag School overall, by program,
and by field?
32
Sci
SS
TABLE 28
Overall Ratings of the Neag School
Excellent
Poor
Missing
1.
2.
3.
4.
M
SD
1
2
3
4
5
Sense of community with
other students
Faculty involvement with
students
Faculty with experience as
practitioners
Cooperation between the
College of Liberal Arts
and Sciences and Neag
School of Education
5.
Quality of teaching
6.
7.
8.
9.
10.
11.
Quality of advising
Clinic experiences
Master’s internship
Student teaching
Job readiness of graduates
Overall preparation
Note. 1=Poor, 2=Needs Some Improvement, 3=Fair, 4=Good, 5=Excellent
TABLE 29
Ratings of the Neag School by IB/M Alumni
Excellent
Poor
Missing M
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
SD
1
Sense of community with
other students
Faculty involvement with
students
Faculty with experience as
practitioners
Cooperation between the
College of Liberal Arts and
Sciences and Neag School
of Education
Quality of teaching
Quality of advising
Clinic experiences
Master’s internship
Student teaching
Job readiness of graduates
Overall preparation
Note. 1=Poor, 2=Needs Some Improvement, 3=Fair, 4=Good, 5=Excellent
33
2
3
4
5
TABLE 30
Ratings of the Neag School by TCPCG Alumni
Excellent
Poor
Missing M
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
SD
1
2
3
4
5
Sense of community with
other students
Faculty involvement with
students
Faculty with experience as
practitioners
Cooperation between the
College of Liberal Arts
and Sciences and Neag
School of Education
Quality of teaching
Quality of advising
Clinic experiences
Master’s internship
Student teaching
Job readiness of graduates
Overall preparation
Note. 0=No Response, 1=Poor, 2=Needs Some Improvement, 3=Fair, 4=Good, 5=Excellent
TABLE 31
Ratings of the Neag School by Field
Elem
SpEd
Ed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
SecEd
Sense of community with
other students
Faculty involvement with
students
Faculty with experience as
practitioners
Cooperation between the
College of Liberal Arts and
Sciences and Neag School
of Education
Quality of teaching
Quality of advising
Clinic experiences
Master’s internship
Student teaching
Job readiness of graduates
Overall preparation
Note. 1=Poor, 2=Needs Some Improvement, 3=Fair, 4=Good, 5=Excellent
34
Agr
Eng
ForL
Ma
Mu
Sci
SS
Reflections on You as a Teacher
In this section of the survey, alumni answered questions related to current employment, reasons for
remaining in or leaving the field of education, and desired professional development opportunities. The
questions regarding at which grade level alumni are currently teaching and explanations for current
involvement in, as well as decisions to leave, the field of education are the only ones on which alumni
were able to select multiple responses.
Q3a: From which teacher program did the respondents graduate overall, by program,
and by field?
TABLE 32
Teacher Education Program Completed Overall and by Program
Total
N
IB/M
%
N
TCPCG
N
%
%
Bilingual
N
%
Other
N
%
Missing
N
%
TABLE 32
Teacher Education Program Completed by Field
ElemEd
N
SpEd
%
N
ForL
N
SecEd
%
N
Ma
%
Agr
%
N
Mu
N
%
Eng
%
N
Sci
N
%
N
%
SS
%
N
%
Q3b: How many respondents are currently involved in the field of education overall, by
program, and by field?
TABLE 34
Current Involvement in Education Overall and by Program
Total
N
IB/M
%
N
Yes
No
Missing
Note. * Designates no data provided because of no or few numbers.
35
TCPCG
%
N
%
TABLE 35
Current Involvement in Education by Field
ElemEd
N
SpEd
%
SecEd
N
ForL
%
N
Ma
N
%
Agr
%
N
Mu
N
%
N
Eng
%
N
Sci
%
N
%
SS
%
N
%
Q3c: What grade levels are taught by the respondents?
TABLE 36
Grade Level Currently Taught by Neag Alumni
Pre-K
K
1
2
3
4
5
6
7
8
9
10
11
12
N
%
Q3d: What types of teaching positions are currently held by the respondents?
TABLE 37
Type of Teaching Position Currently Held by Neag Alumni
Previous Yr
N
%
Elementary school teacher
Secondary level teacher – Math
Secondary level teacher – Science
Secondary level teacher – Social Studies
Secondary level teacher – Reading
Secondary level teacher – Foreign Language
Secondary level teacher – English
Special education teacher
Music teacher
Substitute teacher
Administrator
Other teacher
Other – not in education
Missing
70
20
11
30
0
24
7
25
7
3
6
44
18
7
36
25.7
7.4
4.0
11.0
.0
8.8
2.6
9.2
2.6
1.1
2.2
16.2
6.6
2.6
N/A
Q3e: Why are the respondents involved in field of education overall and by
program?
TABLE 38
Overall Explanations for Involvement in Education: Previous and Current Year
Previous Yr
Currently involved in field of education
N
I enjoy working with the students
I enjoy being in a diverse student population
I like the schedule
It is rewarding for me when my students learn
I work in a supportive and challenging atmosphere
I like the building leaders
Other
N/A
Not currently involved in field of education
I had unrealistic expectations about what an education career would
be like
There was a lack of opportunity for advancement
I wanted a better salary
Demands of job led to burnout
My employer did not provide the mentoring or additional training I
needed
My career interests changed
Family obligations
Lack of status
Other
N/A
37
N
N
%
TABLE 39
Explanations for Involvement in Education by Program
IB/M
Currently involved in field of education
TCPCG
N
%
N
%
N
%
N
%
I enjoy working with the students
I enjoy being in a diverse student population
I like the schedule
It is rewarding for me when my students learn
I work in a supportive and challenging atmosphere
I like the building leaders
Other
N/A
Not currently involved in field of education
I had unrealistic expectations about what an education
career would be like
There was a lack of opportunity for advancement
I wanted a better salary
Demands of job led to burnout
My employer did not provide the mentoring or additional
training I needed
My career interests changed
Family obligations
Lack of status
Other
N/A
38
Dispositions and Standards
Q4a: What are the teacher dispositions overall, by program, and by field?
TABLE 40
Teacher Dispositions Overall and by Program
Total
M
SD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Content
Theory
Pedagogy
The use of technology to enhance learning
Curiosity/intellectual enthusiasm
A desire to make the learning process enjoyable
A belief that all students can learn
The value of diversity in our culture
Working with diverse student population
Asking reflective questions about important
problems.
11. Producing new instructional methods
12. Using multiple methods to enhance learning
opportunities
13. Constructing knowledge around the abilities,
interests, & learning styles of all students
14. Using varied methods to assess student learning
15. Using differentiated instruction
16. Using appropriate classroom management
17. Collaborative learning communities
39
IB/M
M
SD
TCPCG
M
SD
TABLE 41
Teacher Dispositions by Field
ElemEd
M
SD
SpEd
M
SD
SecEd
M
SD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Content
Theory
Pedagogy
The use of technology to enhance learning
Curiosity/intellectual enthusiasm
A desire to make the learning process enjoyable
A belief that all students can learn
The value of diversity in our culture
Working with diverse student population
Asking reflective questions about important
problems.
11. Producing new instructional methods
12. Using multiple methods to enhance learning
opportunities
13.
Constructing knowledge around the abilities,
interests, & learning styles of all students
14. Using varied methods to assess student
learning
15. Using differentiated instruction
16. Using appropriate classroom management
17. Collaborative learning communities
Q4b: What is the self-reported level of attainment of the respective standards overall
and by program?
40
TABLE 42
Elementary Education Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
IB/M
M
SD
Standard
Add standards
Add footnote for IB/M
41
TABLE 43
Special Education Standards
IB/M
Standards
M
1.
Understand the field as an evolving 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.
2.
Understand how these influence professional practice, including
assessment, instructional planning, implementation, and program
evaluation.
3.
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
4.
Understand the relationships of organizations of special education to the
organizations and functions of schools, school systems, and other agencies.
5.
Use this knowledge as a ground upon which to construct my own personal
understandings and philosophies of special education.
6.
Know and demonstrate respect for my students first as unique human
beings.
7.
Understand the similarities and differences in human development and the
characteristics between and among individuals with and without exceptional
learning needs (ELN).
8.
Understand how the experiences of individuals with ELN can impact
families, as well as the individual’s ability to learn, interact socially, and
live as fulfilled contributing members of the community.
9.
Understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life.
10. Understand that the beliefs, traditions, and values across and within cultures
can affect relationships among and between students, their families, and the
school community.
11. 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.
12. Individualize instruction to provide meaningful and challenging learning for
individuals with ELN.
13. Possess a repertoire of evidence-based instructional strategies to
individualize instruction for individuals with ELN.
14. 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.
15. Enhance the learning of critical thinking, problem solving, and performance
42
SD
TCPCG
M
SD
skills of individuals with ELN, and increase their self-awareness, selfmanagement, self-control, self-reliance, and self-esteem.
16. Emphasize the development, maintenance, and generalization of knowledge
and skills across environments, settings, and the lifespan.
17. 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.
18. Foster environments in which diversity is valued and individuals are taught
to live harmoniously and productively in a culturally diverse world.
19. Shape environments to encourage the independence, self-motivation, selfdirection, personal empowerment, and self-advocacy of individuals with
ELN.
20. Help my general education colleagues integrate individuals with ELN in
regular environments and engage them in meaningful learning activities and
interactions.
21. Use direct motivational and instructional interventions with individuals with
ELN to teach them to respond effectively to current expectations.
22. When necessary, can safely intervene with individuals with ELN in crisis.
23. Coordinate all these efforts and provide guidance and direction to
paraeducators and others, such as classroom volunteers and tutors.
24. 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.
25. Use individualized strategies to enhance language development and teach
communication skills to individuals with ELN.
26. Am familiar with augmentative, alternative, and assistive technologies to
support and enhance communication of individuals with exceptional needs.
27. Match my communication methods to an individual’s language proficiency
and cultural and linguistic differences.
28. 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.
29. Develop long-range individualized instructional plans anchored in both
general and special curricula.
30. 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.
31. Facilitate this instructional planning in a collaborative context including the
individuals with exceptionalities, families, professional colleagues, and
personnel from other agencies as appropriate.
32. 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.
33. Comfortable using appropriate technologies to support instructional
43
planning and individualized instruction.
34. Use multiple types of assessment information for a variety of educational
decisions.
35. 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.
36. Understand the legal policies and ethical principles of measurement and
assessment related to referral, eligibility, program planning, instruction, and
placement for individuals with ELN, including those from culturally and
linguistically diverse backgrounds.
37. Understand measurement theory and practices for addressing issues of
validity, reliability, norms, bias, and interpretation of assessment results.
38. Understand the appropriate use and limitations of various types of
assessments.
39. Collaborate with families and other colleagues to assure non-biased,
meaningful assessments and decision-making.
40. 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.
41. 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.
42. Regularly monitor the progress of individuals with ELN in general and
special curricula.
43. Use appropriate technologies to support my assessments.
44. Am guided by the profession’s ethical and professional practice standards.
45. Practice in multiple roles and complex situations across wide age and
developmental ranges.
46. Engage in professional activities and participate in learning communities
that benefit individuals with ELN, their families, colleagues, and my own
professional growth.
47. View myself as lifelong learners and regularly reflect on and adjust my
practice.
48. Am aware of how my own and others attitudes, behaviors, and ways of
communicating can influence my practice.
49. 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.
50. Actively plan and engage in activities that foster my professional growth
and keep them current with evidence-based best practices.
51. Know my own limits of practice and practice within them.
52. Routinely and effectively collaborate with families, other educators, related
service providers, and personnel from community agencies in culturally
responsive ways.
44
53. Embrace my special role as advocate for individuals with ELN.
54. 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.
55. Am viewed as specialists by a myriad of people who actively seek my
collaboration to effectively include and teach individuals with ELN.
56. Is a resource to my colleagues in understanding the laws and policies
relevant to Individuals with ELN.
57. Use collaboration to facilitate the successful transitions of individuals with
ELN across settings and services.
45
TABLE 44
English Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Standard
Follow a specific curriculum & are expected to meet
appropriate performance …
Adopt and strengthen professional attitudes needed by
English language arts…
Demonstrate knowledge of the practices of, and skills in
the use of, the English language
Demonstrate knowledge of the practices of oral, visual,
and written literacy
Demonstrate my knowledge of reading processes.
Demonstrate knowledge of different composing processes
Demonstrate knowledge of, and uses for, an extensive
range of literature
Demonstrate knowledge of the range and influence of
print and non print media
Demonstrate knowledge of research theory and findings in
English language arts.
Acquire and demonstrate the dispositions and skills
needed to integrate knowledge of English
Assist students who are English language learners.
Assist students with special needs.
46
Overall
M
SD
M
IB/M
SD
TCPCG
M
SD
TABLE 45
History/Social Studies Standards
Total
M
1. Culture and Culture Diversity.
2. Time, Continuity, and Change.
3. People, Places, and Environments.
4. Individual Development and Identity.
5. Interactions among Individuals, Groups, and
Institutions.
6. Power, Authority, and Governance.
7. How people organize for the Production, Distribution,
and Consumption of Goods and Services.
8. Science, Technology, and Society.
9. Global Connections and Interdependence.
10. Civic Ideals and Practices.
11. History.
12. Geography.
13. Civics and Government.
14. Economics.
15. Psychology.
16. 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.
17. 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.
18. Assist students who are English language learners.
19. Assist students with special needs.
47
IB/M
SD
M
TCPCG
SD
M
SD
This point forward – Add “total” to the tables.
TABLE 46
Science Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Standards
Understand and can articulate the knowledge and practices of
contemporary science.
Can interrelate and interpret important concepts, ideas, and
applications in my fields of licensure.
Can conduct scientific investigations.
Engage students effectively in studies of the history,
philosophy, and practice of science.
Enable students to distinguish science from non-science,
understand the evolution and practice of science as a human
endeavor, and critically analyze assertions made in the name
of science.
Engage students both in studies of various methods of
scientific inquiry and in active learning through scientific
inquiry.
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.
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.
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.
Create a community of diverse learners who construct
meaning from their science experiences and possess a
disposition for further exploration and learning.
Use, and can justify, a variety of classroom arrangements,
groupings, actions, strategies, and methodologies.
Plan and implement an active, coherent, and effective
curriculum that is consistent with the goals and
recommendations of the National Science Education
Standards.
Begin with the end in mind and effectively incorporate
contemporary practices and resources into my planning and
teaching.
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.
Actively engage students in science-related studies or
activities related to locally important issues.
Construct and use effective assessment strategies to determine
the backgrounds and achievements of learners and facilitate
their intellectual, social, and personal development.
Assess students fairly and equitably, and require that students
engage in ongoing self-assessment.
Organize safe and effective learning environments that
promote the success of students and the welfare of all living
48
M
IB/M
SD
TCPCG
M
SD
things.
19. 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.
20. Strive continuously to grow and change, personally and
professionally, to meet the diverse needs of my students,
school, community, and profession.
21. Have a desire and disposition for growth and betterment.
22. Assist students who are English language learners.
49
TABLE 47
Mathematics Standards
IB/M
Standards
M
1.
Know, understand, and apply the process of mathematical problem
solving.
2.
Reason, construct, and evaluate mathematical arguments and develop an
appreciation for mathematical rigor and inquiry.
3.
Communicate my mathematical thinking orally and in writing to peers,
faculty, and others.
4.
Recognize, use, and make connections between and among
mathematical ideas and in contexts outside mathematics to build
mathematical understanding.
5.
Use varied representations of mathematical ideas to support and deepen
students’ mathematical understanding.
6.
Embrace technology as an essential tool for teaching and learning
mathematics.
7.
Support a positive disposition toward mathematical processes and
mathematical learning.
8.
Possess a deep understanding of how students learn mathematics and of
the pedagogical knowledge specific to mathematics teaching and
learning.
9.
Demonstrate computational proficiency, including a conceptual
understanding of numbers, ways of representing number, relationships
among number and number systems, and meanings of operations.
10. Emphasize relationships among quantities including functions, ways of
representing mathematical relationships, and the analysis of change.
11. Use spatial visualization and geometric modeling to explore and analyze
geometric shapes, structures, and their properties.
12. Demonstrate a conceptual understanding of limit, continuity,
differentiation, and integration and a thorough background in the
techniques and application of the calculus.
13. Apply the fundamental ideas of discrete mathematics in the formulation
and solution of problems.
14. Demonstrate an understanding of concepts and practices related to data
analysis, statistics, and probability.
15. Apply and use measurement concepts and tools.
16. Complete field-based experiences in mathematics classrooms.
17. Assist students who are English language learners.
18. Assist students with special needs.
50
SD
TCPCG
M
SD
TABLE 48
World Language Standards
1.
Standards
Demonstrate a high level of proficiency in the target language, and seek
opportunity to strength my proficiency.
2.
Know the linguistic elements of the target language system, recognize
the changing nature of language, and accommodate for gaps in my own
knowledge of the target language system by learning on my own.
3.
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.
4.
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.
5.
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.
6.
Integrate knowledge of other disciplines into foreign language
instruction and identify distinctive viewpoints through the target
language.
7.
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.
8.
Develop a variety of instructional practices that reflect language
outcomes and articulated program models and address the needs of
diverse language learners.
9.
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 curriculum planning.
10.
Integrate the Standards for Foreign Language Learning and my state
standards into language instruction.
11.
Use standards and curricular goals to evaluate, select, design, and adapt
instructional resources.
Believe that assessment is ongoing, and demonstrate knowledge of
12. multiple ways of assessment that are age- and level-appropriate by
implementing purposeful measures.
Reflect on the results of student assessments, adjust instruction
13. accordingly, analyze the results of assessments, and use success and
failure to determine the direction of instruction.
51
IB/M
M
SD
TCPCG
M SD
14.
Interpret and report the results of student performances to all
stakeholders and provide opportunity for discussion.
Engage in professional development opportunities that strengthen my
15. own linguistic and cultural competence and promote reflection on
practice.
Know the value of foreign language learning to the overall success of all
students and understand that I will need to become advocates with
16.
students, colleagues, and members of the community to promote the
field.
17. Assist students who are English language learners.
18.
Assist students with special needs.
52
Qualitative Evaluation of Teacher Education Program
Alumni were given the opportunity to provide written reflections on both the strengths and areas for
improvement to the Teacher Education Program. They were also posed with open-ended questions.
Q4a: What did you find most valuable about your teacher education program?
Q4b: What did you find least valuable about your teacher education program?
Q4c: What, if anything, was missing from your teacher education program?
Q4d: If you could start over again, would you go to the same institution, why?
Q4e: What three professional development opportunities would you is interested in?
Q4f: Please tell us anything else tied to your teacher preparation program or your career
that is relevant that you would like to share.
Overall Quality
The final section posed questions regarding the overall quality of the Teacher Education
Program.
Q5a: What is the likelihood of the graduates choosing to attend UConn again?
53
TABLE 49
Likelihood of Alumni Choosing to Attend UConn Again, If Possible Overall and by Program
Total
N
IB/M
%
N
TCPCG
%
N
%
Yes
No
Missing
TABLE 50
Likelihood of Alumni Choosing to Attend UConn Again, If Possible by Field
ElemEd
SpEd
SecEd
Agr
Eng
ForL
Ma
Mu
Sci
SS
%
Yes
No
Missing
Q5b: What is the grade for the overall quality of the Teacher Education Program?
TABLE 51
Grade for Overall Quality of Teacher Education Program Overall and by Program
Grade
A
B
C
D
F
Missing
Previous Year
N
%
147
54.0
93
34.2
24
8.8
4
1.5
1
.4
3
1.1
Total
%
N
N
IB/M
%
N
TCPCG
%
Note. * Designates no data provided because of no or few numbers.
TABLE 52
Grade for Overall Quality of Teacher Education Program by Field
%
Grade A
B
C
D
F
Missing
ElemEd
SpEd
SecEd
Agr
Note. * Designates no data provided because of no or few numbers.
54
Eng
ForL
Ma
Mu
Sci
SS
D
F
A
B
A
C
C
D
F
B
Figure B. Pie chart for overall quality of the Teacher Education Program.
SUMMARY AND DISCUSSION
55