The goal of the Teachers for a New Era Project at UConn is to work with the Neag School of Education and the
College of Arts and Sciences to prepare excellent teachers who are committed to enhancing the learning and opportunities of their pupils. In order to improve our preparation of teachers, it is essential to get feedback from all the students in our programs.
The purpose of this survey is to obtain your views regarding a variety of aspects of your expectations, goals, and perceptions of your teacher preparation program and some related topics. 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 15 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. Scott W. Brown
Director TNE at Uconn scott.brown@uconn.edu

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

This section asks about your educational background prior to entering the Neag School of Education.
1. What type of high school did you graduate from?
 Charter/magnet
 Home-schooled
 International School

Private (non-religious)
 Private (religious or parochial)
 Public
2. How would you describe the location of your high school?
 Rural
 Suburban

Urban
3. On average, what was the socio-economic status (SES) of the students in your high school?

Low SES
 Middle SES
 High SES
4. How would you describe the racial composition of your high school?
 Primarily students of color
 A mix of both students of color and white students

Primarily white students
5. How would you describe your high school in terms of its overall achievement level?

A low achieving school
 An average achieving school
 A high achieving school

(all other students, please skip to next page: Section B. Teacher Education Program)
6. What undergraduate institution did you graduate from?
___________________________________
7. Please indicate which response best describes your undergraduate degree.
(Please check only one).
 Bachelor of Arts (BA or AB)

Bachelor of Science (BS)
 Bachelor of Education (BEd)
 Bachelor of Arts and Science (BA and BS)
 Bachelor of Science in Nursing (BSN)

Bachelor of Fine Arts (BFA)
 Other (Specify) ___________________________________
8. Please indicate the response that best describes your undergraduate major(s).
(Please check all that apply).

Arts (e.g., Fine Arts, Drama, Music, Design)
 Biology
 Business or Professional studies (e.g., Agriculture, Architecture, Law)
 Chemistry

Education
 Engineering or Computer Science
 English (e.g., English Literature or Composition, Communications or Journalism)

Ethnic or Global Studies (e.g., African-American or Latin-American Studies)
 Foreign Languages
 Geology or Earth Science

General Studies or Other Interdisciplinary Studies (e.g., Liberal / Family Studies)
 Mathematics (e.g., Mathematics or Statistics)
 Other Humanities (e.g., History, Philosophy, Religious Studies)
 Physics

Psychology
 Social Sciences (e.g., Economics, Sociology, Anthropology, Political Science)
9. In what year did you receive your bachelor's degree?
___________________________________
10. What was your final, overall grade point average for your undergraduate degree (on a 4.0 scale)?
___________________________________

In this section, we would like to learn more about your goals and intentions while you are here at the Neag
School of Education.
11. Which pupil level(s) are your intended focus in the Teacher Education Program.
(Please check all that apply)

Early childhood
 Elementary school
 Middle school

High school
12. Do you plan to have a subject area specialty?
 Yes

No
13. If you plan to have one or more subject area specialties, please check all that apply from the list below.
 Bilingual; English Language Learners; English as a Second Language
 English

Foreign Language
 Math
 Music
 Science

Special Education
 Social studies
 Agricultural Education

Other (specify) ___________________________________
14. If you plan to major outside of education, please indicate it/them below.
(Please check all that apply)
 Arts (e.g., Fine Arts, Drama, Music, Design)
 Biology

Business or Professional studies (e.g., Agriculture, Architecture, Law)
 Chemistry
 Engineering or Computer Science

English (e.g., English Literature or Composition, Communications or Journalism)
 Ethnic or Global Studies (e.g., African-American or Latin-American Studies)
 Foreign Languages
 Geology or Earth Science
 General Studies or Other Interdisciplinary Studies (e.g., Liberal / Family Studies)
 Mathematics (e.g., Mathematics or Statistics)
 Other Humanities (e.g., History, Philosophy, Religious Studies)

 Physics

Psychology
 Social Sciences (e.g., Economics, Sociology, Anthropology, Political Science)
15. If you plan to minor outside of education, please indicate it/them below.
(Please check all that apply)

Arts (e.g., Fine Arts, Drama, Music, Design)
 Biology
 Business or Professional studies (e.g., Agriculture, Architecture, Law)
 Chemistry

Engineering or Computer Science
 English (e.g., English Literature or Composition, Communications or Journalism)
 Ethnic or Global Studies (e.g., African-American or Latin-American Studies)

Foreign Languages
 Geology or Earth Science
 General Studies or Other Interdisciplinary Studies (e.g., Liberal / Family Studies)
 Mathematics (e.g., Mathematics or Statistics)
 Other Humanities (e.g., History, Philosophy, Religious Studies)
 Physics
 Psychology

Social Sciences (e.g., Economics, Sociology, Anthropology, Political Science)
16. What aspect of your preparation at UConn do you think will be most valuable to your career as a teacher?
______________________________________________________________
______________________________________________________________
______________________________________________________________
17. What aspect of your preparation as a teacher are you most concerned that you will not be able to get from UConn?
______________________________________________________________
______________________________________________________________
______________________________________________________________

In this section, we would like to learn more about how prepared you feel to begin teaching. We know that most of you have not had teaching experience, but we imagine that you may still feel more ready for some aspects of teaching than others. We would like to know more about these differences to help prepare our classes for you. Please answer each question by selecting the most appropriate response. The online survey will require response to each question.
18. How confident are you to: a) Plan stimulating lessons for students b) Motivate students to participate in academic tasks c) Change the way to present material to accomodate the learning needs of all students d) Create learning experiences that are meaningful to
 Not At All Confident

Slightly Confident
 Somewhat Confident
 Quite Confident
 Extremely Confident students e) Know what procedures to follow if you believe a student has a disability f) Implement a variety of teaching strategies to reach students who are not native English speakers g) Teach even the most challenging students h) Effectively address classroom management issues i) Get along well with students who struggle with behavioral issues in school j) Facilitate learning for all of your students k) Adapt curriculum to accomodate individual differences l) Develop a strong rapport with your students m) Teach students with different cultural backgrounds from your own n) Integrate educational technology into your lessons o) Effectively teach special education students p) Respect cultural backgrounds different from your own q) Use effective classroom assessment strategies r) Use formalized assessment (i.e., CMT, CAPT, norm-referenced) results s) Develop a strong rapport with parents of your students t) Use computers effectively in the classroom u) Help your students better learn to use technology v) Know all the content that you will be required to teach to your students

19. Please rank the following items from 1 to 3 (where 1 = your most important priority as a teacher and 3 = your least important priority as a teacher).
Having a positive personal relationship with your students
Helping your students learn the required content
 1

2
 3
Motivating your students to be engaged in school
20. Please rank the following items from 1 to 5 (where 1 = your strongest skills or qualities as an educator and 5 = your least strong skills or qualities as an educator).
Ability to establish rapport with students
Classroom management skills
Command of content knowledge
Lesson planning skills
Lesson implementation skills

1
 2
 3

4
 5

In this section, we would like to get a better sense of your future teaching plans. Please answer each question by selecting the most appropriate response. The online survey will require response to each question.
Please describe the type of school that you would most like to teach at for the majority of your career by selecting the most appropriate answer.
21. How would you describe the location of this school?
 Rural

Suburban
 Urban
22. On average, what would be the socio-economic status (SES) of the students in this school?
 Low SES
 Middle SES

High SES
23. How would you describe the racial composition of this school?
 Primarily students of color
 A mix of both students of color and white students
 Primarily white students
24. How would you describe this school in terms of its overall achievement level?

A low achieving school
 An average achieving school
 A high achieving school
Please describe the type of school where you think you will actually end up teaching for the majority of your career by selecting the most appropriate answer.
25. How would you describe the location of this school?
 Rural

Suburban
 Urban
26. On average, what would be the socio-economic status (SES) of the students in this school?
 Low SES
 Middle SES

 High SES
27. How would you describe the racial composition of this school?

Primarily students of color
 A mix of both students of color and white students
 Primarily white students
28. How would you describe this school in terms of its overall achievement level?

A low achieving school
 An average achieving school
 A high achieving school
29. For how many years do you think you will teach during your career?
_____ years

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.
30. 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

Strongly Disagree
 Disagree
 Agree

Strongly Agree
 Don't Know 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
31. 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.


Yes
No

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.
32. 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) ___________________________________

33. 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
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

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 K6 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 K6 students’ learning and well-being. assist students who are English language learners. assist students with special needs.

34. 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.
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

35. 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.
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

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.

36. 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
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

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 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.

37. 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.
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

38. 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
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

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.

39. 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 familie s, 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
 Not At All Confident
 Slightly Confident

Somewhat Confident
 Quite Confident
 Extremely Confident

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.

40. 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.
 Not At All Confident

Slightly Confident
 Somewhat Confident
 Quite Confident

Extremely Confident

41. Please select your gender:
 Female
 Male
42. Please select the race/ethnicity that best describes you.
 American Indian or Alaskan native
 Asian / Pacific Islander

Black or African American
 Hispanic American
 White/Caucasian
 Multiple ethnicity / Other, please specify: ___________________________________
43. What is your date of birth?
___ / ___ / ___ ( MM / DD/ YY )
44. Please select the primary language spoken in your childhood home.
 Chinese
 English
 French

German
 Korean
 Spanish

Other, please specify: ______________________________________
45. Please select the highest level of education attained by your mother.
 Did not attend school
 Some elementary school
 Completed elementary school

Some middle school
 Completed middle school
 Some high school

Completed high school
 Some junior/community college
 Completed junior/community college
 Some college
 Completed college
 Some graduate school
 Completed graduate school

46. Please select the highest level of education attained by your father.
 Did not attend school

Some elementary school
 Completed elementary school
 Some middle school

Completed middle school
 Some high school
 Completed high school
 Some junior/community college

Completed junior/community college
 Some college
 Completed college

Some graduate school
 Completed graduate school

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
.