Teachers for a New Era Entrance Survey
(Supplemental)
2007
The purpose of this supplemental survey is to obtain your views regarding dispositions and content standards. We
will use your input to improve our teacher education programs at TNE schools. Thus, your responses are extremely
important to us and to the larger education community.
We request your name and Peoplesoft ID only because we will need to match your responses to a survey you will
take near the end of your time at Neag. Your responses will not impact your grades and will not be shared with
your advisor or teachers. Only group data will be reported. So please answer these questions as honestly as
possible. Your candid responses will make a big difference in helping to improve the Teacher Education Programs
specifically and the Neag School of Education more generally.
The survey should take less than 10 minutes. Please answer each question by selecting the most appropriate
response. The online survey will require response to each question. Thank you in advance for your time.
Sincerely,
Dr. Mary Yakimowski
Director of Assessment TNE at UConn
mary.yakimowski-srebnick@uconn.edu
Please Start Here
Q. Name
First Name: ___________________
Last Name: ______________________
Q. Date
Date (MM / DD/ YY): ___ / ___ / ___
Q. PeoplesoftID
Peoplesoft ID: ________________________
Q. Program
What Teacher Education Program are you entering?
 IB/M
 TCPCG
 Music
A. Teacher Dispositions
In this section, we would like to learn the degree to which you think you possess the following
characteristics. Please answer each question by selecting the most appropriate response. The online survey
will require response to each question.
1. I believe I possess a strong knowledge of
a. content
b. theory
c. pedagogy
d. the use of technology to enhance learning
e. curiosity/intellectual enthusiasm
f. a desire to make the learning process enjoyable
g. a belief that all students can learn
h. the value of diversity in our culture
i. working with diverse student population
j. asking reflective questions about important
problems
k. producing new instructional methods
l. using multiple methods to enhance learning
opportunities
m. constructing knowledge around the abilities,
interests and learning styles of all students
n. using varied methods to assess student learning
o. using differentiated instruction
p. using appropriate classroom management
q. collaborative learning communities
2. Do you feel the following are necessary?
a. Compassion, caring and a desire to develop
learners with that make a positive difference in the
world.
b. The use of ethical standards to make evidencebased decisions in the best interests of students.
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Strongly Disagree
Disagree
Agree
Strongly Agree
Don't Know
 Yes
 No
B. Content Standards
In this section, we would like to know how confident are you in performing the following elements of national
standards in your classroom instruction? Please answer each question by selecting the most appropriate
response. The online survey will require response to each question.
3. Which of the following fields do you primarily want to pursue?
 Elementary Education
 English
 History/Social Studies
 Science
 Mathematics
 World Language
 Special Education
 Agricultural Education
 Other (Specify) ___________________________________
4. As an elementary school teacher, I:
know and understand the major concepts, principles,
theories, and research related to development of
children and young adolescent.
use knowledge and understanding to construct
learning opportunities that support individual
students’ development and acquisition of knowledge.
demonstrate knowledge of language development
and reading acquisition and the variations related to
diverse populations.
teach the use of multiple strategies to help readers
recognize words in print.
demonstrate knowledge of strategies readers use to
construct meaning from print and to monitor their
comprehension.
teach the conventions of language needed to
compose oral and written texts for a range of
purposes and audiences.
demonstrate skill in the creation of a high quality
literate environment for the classroom that includes
attention to books, electronic-based information
sources, and locally created materials.
demonstrate knowledge and skill in creating a
classroom culture that motivates students to engage
in reading, writing, and oral language for personal
growth, knowledge development, enjoyment and
insight into the human experience.
demonstrate knowledge of ways to promote a critical
stance toward the analysis and interpretation of texts
that encourages multiple perspectives.
know and understand the inquiry processes scientists
use in the development of new knowledge.
know and understand the fundamental concepts in
the subject matter of physical, life, earth and space
sciences.
know and understand concepts in science and
technology.
know and understand concepts of science in
personal and social perspectives.
know and understand the history and nature of
science.
know and understand the unifying concepts of
science as defined by the National Science
Education Standards.
apply the fundamental concepts in the subject matter
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of science and the inquiry processes scientists use in
the discovery of new knowledge to build a base for
scientific, technological, and environmental literacy.
know and understand number systems and number
sense.
know and understand algebra.
know and understand geometry.
know and understand measurement.
know and understand statistics (data analysis) and
probability.
use major concepts, procedures, and reasoning
processes to foster K-6 student learning.
know and understand major concepts and modes of
inquiry from the social studies.
use the major concepts and modes of inquiry from
the social studies to promote elementary students’
abilities to make informed decisions as citizens of a
culturally diverse democratic society and
interdependent world.
know and understand the content of dance, music,
and theater as primary media for communication,
inquiry, and insight among elementary students.
know and understand the content of several visual
arts as primary media for communication, inquiry,
and insight among elementary students.
know functions and achievements of dance, music,
and theater as primary media for communication,
inquiry, and insight among elementary students.
know functions and achievements of visual arts as
primary media for communication, inquiry, and insight
among elementary students.
use the arts as primary media for communication,
inquiry, and insight among elementary students.
know and understand the major concepts in the
subject matter of health education.
use the major concepts in the subject matter of health
education to create opportunities for K-6 student
development and practice of skills that contribute to
good health.
know and understand human movement.
know and understand physical activity.
know and understand the connections among
concepts, procedures, and applications from content
areas.
plan instruction based on knowledge of students,
learning theory, subject matter, curricular goals, and
community.
implement instruction based on knowledge of
students, learning theory, subject matter, curricular
goals, and community.
encourage K-6 students to apply their knowledge,
skills, tools, and ideas to real world issues.
understand how elementary students differ in their
development.
understand how elementary students differ in their
approaches to learning.
create instructional opportunities that are adapted to
diverse students.
understand a variety of teaching strategies that
encourage elementary students’ development of
critical thinking, and problem solving.
use a variety of teaching strategies that encourage
elementary students’ development of critical thinking,
problem solving, and performance skills.
know and understand individual and group motivation
and behavior among K-6 students.
use their knowledge of individual and group
motivation and behavior among K-6 students to foster
active engagement in learning, self-motivation, and
positive social interaction.
use their knowledge of individual and group
motivation and behavior among K-6 students to
create supportive learning environments.
know and understand effective verbal and nonverbal
techniques.
know and understand effective media communication
techniques.
use verbal, nonverbal, and media communication
techniques to foster K-6 students’ active inquiry.
use verbal, nonverbal, and media communication
techniques to foster K-6 students’ collaboration and
supportive interaction.
know, understand, and use formal and informal
assessment strategies.
demonstrate their knowledge of and ability to use
assessment strategies to strengthen instruction.
demonstrate their knowledge of and ability to use
assessment strategies to promote continuous
intellectual, social, emotional, and physical
development of each student.
understand practices and behaviors that are
characteristic of developing career teachers.
apply practices and behaviors that are characteristic
of developing career teachers.
reflect on and modify their practice in light of research
on teaching , professional ethics, and resources
available for professional learning.
evaluate the effects of their professional decisions
and actions on students, parents, and other
professionals in the learning community.
actively seek out opportunities to grow professionally.
know the importance of establishing and maintaining
a positive, collaborative relationship with families.
know how to use this collaboration to promote the
intellectual, social, emotional, and physical growth of
children.
collaborate with colleagues and agencies in the
larger community to support K-6 students’ learning
and well-being.
assist students who are English language learners.
assist students with special needs.
5. As an English teacher, I:
follow a specific curriculum and are expected to meet
appropriate performance assessments for preservice
English language arts teachers.
adopt and strengthen professional attitudes needed
by English language arts teachers, through modeling,
advisement, instruction, field experiences,
assessment of performance, and involvement in
professional organizations.
demonstrate knowledge 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 nonprint media and technology in
contemporary culture.
demonstrate knowledge of research theory and
findings in English language arts.
acquire and demonstrate the dispositions and skills
needed to integrate knowledge of English language
arts, students, and teaching.
assist students who are English language learners.
assist students with special needs.
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6. As a history/social studies teacher, I:
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Culture and Culture
Diversity.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Time, Continuity, and
Change.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of People, Places, and
Environments.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Individual Development
and Identity.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of interactions among
Individuals, Groups, and Institutions.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Power, Authority, and
Governance.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of how people organize for
the Production, Distribution, and Consumption of
Goods and Services.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Science, Technology,
and Society.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Global Connections and
Interdependence.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of Civic Ideals and
Practices.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of history.
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possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of geography.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of civics and government.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of economics.
possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate
school level for the study of psychology.
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.
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.
assist students who are English language learners.
assist students with special needs.
7. As a science teacher, I:
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
nonscience, 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
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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 things.
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.
strive continuously to grow and change, personally
and professionally, to meet the diverse needs of my
students, school, community, and profession.
have a desire and disposition for growth and
betterment.
assist students who are English language learners.
assist students with special needs.
8. As a math teacher, I:
know, understand, and apply the process of
mathematical problem solving.
reason, construct, and evaluate mathematical
arguments and develop an appreciation for
mathematical rigor and inquiry.
communicate my mathematical thinking orally and in
writing to peers, faculty, and others.
recognize, use, and make connections between and
among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
use varied representations of mathematical ideas to
support and deepen students’ mathematical
understanding.
embrace technology as an essential tool for teaching
and learning mathematics.
support a positive disposition toward mathematical
processes and mathematical learning.
possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge
specific to mathematics teaching and learning.
demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of
representing number, relationships among number
and number systems, and meanings of operations.
emphasize relationships among quantities including
functions, ways of representing mathematical
relationships, and the analysis of change.
use spatial visualization and geometric modeling to
explore and analyze geometric shapes, structures,
and their properties.
demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a
thorough background in the techniques and
application of the calculus.
apply the fundamental ideas of discrete mathematics
in the formulation and solution of problems.
demonstrate an understanding of concepts and
practices related to data analysis, statistics, and
probability.
apply and use measurement concepts and tools.
complete field-based experiences in mathematics
classrooms.
assist students who are English language learners.
assist students with special needs.
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9. As a world language teacher, I:
demonstrate a high level of proficiency in the target
language, and seek opportunity to strength my
proficiency.
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.
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.
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.
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.
integrate knowledge of other disciplines into foreign
language instruction and identify distinctive
viewpoints accessible only through the target
language.
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.
develop a variety of instructional practices that reflect
language outcomes and articulated program models
and address the needs of diverse language learners.
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.
integrate the Standards for Foreign Language
Learning and my state standards into language
instruction.
use standards and curricular goals to evaluate,
select, design, and adapt instructional resources.
believe that assessment is ongoing, and demonstrate
knowledge of multiple ways of assessment that are
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age- and level-appropriate by implementing
purposeful measures.
reflect on the results of student assessments, adjust
instruction accordingly, analyze the results of
assessments, and use success and failure to
determine the direction of instruction.
interpret and report the results of student
performances to all stakeholders and provide
opportunity for discussion.
engage in professional development opportunities
that strengthen my 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 students,
colleagues, and members of the community to
promote the field.
assist students who are English language learners.
assist students with special needs.
10. As a special education teacher, I:
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.
understand how these influence professional
practice, including assessment, instructional
planning, implementation, and program evaluation.
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.
understand the relationships of organizations of
special education to the organizations and functions
of schools, school systems, and other agencies.
use this knowledge as a ground upon which to
construct my own personal understandings and
philosophies of special education.
know and demonstrate respect for my students first
as unique human beings.
understand the similarities and differences in human
development and the characteristics between and
among individuals with and without exceptional
learning needs (ELN).
understand how exceptional conditions can interact
with the domains of human development and use this
knowledge to respond to the varying abilities and
behaviors of individual’s with ELN.
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.
understand the effects that an exceptional condition
can have on an individual’s learning in school and
throughout life.
understand that the beliefs, traditions, and values
across and within cultures can affect relationships
among and between students, their families, and the
school community.
are active and resourceful in seeking to understand
how primary language, culture, and familial
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backgrounds interact with the individual’s exceptional
condition to impact the individual’s academic and
social abilities, attitudes, values, interests, and career
options.
individualize instruction to provide meaningful and
challenging learning for individuals with ELN.
possess a repertoire of evidence-based instructional
strategies to individualize instruction for individuals
with ELN.
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.
enhance the learning of critical thinking, problem
solving, and performance skills of individuals with
ELN, and increase their self-awareness, selfmanagement, self-control, self-reliance, and selfesteem.
emphasize the development, maintenance, and
generalization of knowledge and skills across
environments, settings, and the lifespan.
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.
foster environments in which diversity is valued and
individuals are taught to live harmoniously and
productively in a culturally diverse world.
shape environments to encourage the independence,
self-motivation, self-direction, personal
empowerment, and self-advocacy of individuals with
ELN.
help my general education colleagues integrate
individuals with ELN in regular environments and
engage them in meaningful learning activities and
interactions.
use direct motivational and instructional interventions
with individuals with ELN to teach them to respond
effectively to current expectations.
when necessary, can safely intervene with individuals
with ELN in crisis.
coordinate all these efforts and provide guidance and
direction to paraeducators and others, such as
classroom volunteers and tutors.
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.
use individualized strategies to enhance language
development and teach communication skills to
individuals with ELN.
am familiar with augmentative, alternative, and
assistive technologies to support and enhance
communication of individuals with exceptional needs.
match my communication methods to an individual’s
language proficiency and cultural and linguistic
differences.
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.
develop long-range individualized instructional plans
anchored in both general and special curricula.
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.
facilitate this instructional planning in a collaborative
context including the individuals with exceptionalities,
families, professional colleagues, and personnel from
other agencies as appropriate.
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.
comfortable using appropriate technologies to
support instructional planning and individualized
instruction.
use multiple types of assessment information for a
variety of educational decisions.
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.
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.
understand measurement theory and practices for
addressing issues of validity, reliability, norms, bias,
and interpretation of assessment results.
understand the appropriate use and limitations of
various types of assessments.
collaborate with families and other colleagues to
assure non-biased, meaningful assessments and
decision-making.
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.
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.
regularly monitor the progress of individuals with ELN
in general and special curricula.
use appropriate technologies to support my
assessments.
am guided by the profession’s ethical and
professional practice standards.
practice in multiple roles and complex situations
across wide age and developmental ranges.
engage in professional activities and participate in
learning communities that benefit individuals with
ELN, their families, colleagues, and my own
professional growth.
view myself as lifelong learners and regularly reflect
on and adjust my practice.
am aware of how my own and others attitudes,
behaviors, and ways of communicating can influence
my practice.
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.
actively plan and engage in activities that foster my
professional growth and keep them current with
evidence-based best practices.
know my own limits of practice and practice within
them.
routinely and effectively collaborate with families,
other educators, related service providers, and
personnel from community agencies in culturally
responsive ways.
embrace my special role as advocate for individuals
with ELN.
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.
am viewed as specialists by a myriad of people who
actively seek my collaboration to effectively include
and teach individuals with ELN.
am a resource to my colleagues in understanding the
laws and policies relevant to Individuals with ELN.
use collaboration to facilitate the successful
transitions of individuals with ELN across settings
and services.
11. As an agricultural education teacher, I:
complete general courses in the liberal arts and
sciences that develop theoretical and practical
understandings.
acquire and develop the pedagogical and
professional understandings and skills needed to
work with all students.
attain competence in basic principles, concepts, and
experiential practices in agricultural science and
natural resources related to business, management,
and economic system.
attain competence in basic principles, concepts, and
experiential practices in agricultural science and
natural resources related to agricultural and
mechanical systems.
attain competence in basic principles, concepts, and
experiential practices in agricultural science and
natural resources related to plant, animal, and food
systems.
attain competence in basic principles, concepts, and
experiential practices in agricultural science and
natural resources related to natural resources and
environmental systems.
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Q. comments
If you have any other comments or questions regarding this survey that you would like to share with
us, please do so in the space provided below:
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Thank you very much for providing us with this important information. If you have any questions or would like
to learn more about Teacher for a New Era you may write in the space below or contact us on the web at
www.tne.uconn.edu.
Best of luck with the coming school year!