Teacher Preparation Program
Fall 2007 Common Entry Survey Results
This report summarizes findings from a survey administered to the students in the
Teacher Education Program at the Neag School of Education at the University of
Connecticut in 2007. Teachers for New Era (TNE)’s Common Entry Survey was
administered to all incoming students enrolled in the Neag Teacher Education
Program’s three components: the Integrated Bachelor’s/Master’s Teacher Education
(IB/M), Music Education, and the Teacher Certification Program for College Graduates
(TCPCG).
Introduction
The Teachers for a New Era (TNE) Project’s goal is to prepare excellent teachers who are
committed to enhancing the learning and opportunities of their pupils. Decisions-driven by
evidence, engagement with the Arts and Sciences faculty, and teaching as an academically
taught clinical practice profession are the three design principles driving the TNE. The
Common Entry Survey is directly tied to the first of the three guiding principles. The
Common Entry Survey is designed to gain insight into the views, expectations, goals, and
perceptions of students toward their teacher preparation program, and also their attitudes
and opinions on a number of related topics.1
Method
Participants
In the summer and fall of 2007, individuals in the Teacher Preparation Program were
invited to complete the Common Entry Survey. This included 123 juniors from the IB/M, XX
from the Music Education Program, and 48 Master’s students from TCPCG. The response
rate was xx.x%.
Instrument
Based on the 2006 data analysis, minor revisions were made to the survey. This year,
there also has been an exciting new addition to the Common Entry Survey. A new
supplemental items for students was administered in addition to the original one.This
change was made in keeping with the principles of NCATE, The National Council for
1
Please see the Teacher Preparation Program Fall 2006 Common Entry Survey Results for a more complete
explanation.
1
Accreditation of Teacher Education. The purpose of this supplemental survey was to obtain
the students’ views regarding dispositions and content standards. The survey was
designed to acquire students’ perceptions of how well they’re delivering those standards.
The primary goal of the supplemental survey is to use their input to improve our teacher
education programs at TNE schools.
The supplemental items were divided into two sections: A. Teacher Dispositions and B.
Content Standards. Section A deals with ascertaining the degree to which the students
think they possess certain teacher disposition characteristics. Students selected the most
appropriate response ranging from 1-5 (where 1=strongly disagree, 2=disagree, 3=agree,
4= strongly disagree, 5= don’t know). Please see Table 12 through 15.7 at the end of the
report to access the actual survey questions. Section B deals ascertains how confident the
student is in performing the following elements of national standards in their classroom
instruction i.e. it records the students’ perception of how well they are delivering the
standards asked in the survey. The student is asked to pick a field they want to primarily
pursue, and then is administered a customized “standards” questionnaire pertaining to the
chosen field. The means and standard deviations for these responses are tabulated in
Table 12 through 15.7.
The new version of the TNE Common Survey administered at Neag in 2007 is found in
Appendix A for IB/M and the Music Education Programs and Appendix B for TCPCG.
Procedures
In May of 2007, 48 TCPCG students were asked to take the Common Entry Survey in hard
copy during orientation lunch in Hartford. In September of 2007, IB/M and Music Education
students were introduced to the survey during their orientation where they received a flier.
They were instructed to take the survey online. Overall data were analyzed separately,
using different data files using SPSS. Missing data was not included.
Results
In the next section the results from surveys are presented. These are presented in terms of
student demographics, goals and intentions, self-efficacy, and future teaching plans.
Student Demographics
In 2007 the majority of juniors in the IB/M program were females (90.7%), white (87.9%),
about 21-22 years old, and mainly native English speakers (93.5%). As presented in Table
1, the majority of juniors in the TCPCG program were males (58.3%), white (89.6%), about
23-25 years old (xx.x%), and mainly native English speakers (93.8%).
2
Table 1
Demographic Data
IB/M
Gender
Female
Male
Unspecified
Race and/or Ethnicity
Asian or Pacific Islander
Black or African American
Hispanic American
White or Caucasian
Multiple Ethnicity or Other
American Indian/Alaska Native
Unspecified
Age
23
22
21
Other
Primary Language
English
Spanish
Chinese
Korean
Other
Unspecified
TCPCG
N
97
10
%
90.7
9.3
N
19
28
1
%
39.6
58.3
2.1
3
3
5
94
1
1
0
2.8
2.8
4.7
87.9
0.9
0.9
0
0
2
0
43
2
0
1
0
4.2
0
89.6
4.2
0
2.1
100
1
3
0
3
0
93.5
0.9
2.8
0.0
2.8
0.0
45
0
0
0
2
1
93.8
0
0
0
4.2
2.1
Students were asked about their parents’ education. One-third (32.7%) of the IB/M students
and 25% of the TCPCG students stated that their mother has at least college education.
Another 30.1% of the IB/M students and about 29.2% of the TCPCG reported that their
father has at least college education (See Table 2) .
3
Table 2
Mother and Father Education Levels
IB/M
Some elementary 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
Mother
N
%
2
1.9
4
3.7
20
18.7
5
4.7
7
6.5
14
13.1
35
32.7
4
3.7
16
15
Father
N
%
0
0
2
1.9
19
17.8
5
4.7
5
4.7
10
9.3
33
30.8
6
5.6
27
25.2
TCGPC
Mother
Father
N
%
N
%
1
2.1
2
4.2
1
2.1
2
4.2
7
14.6
1
2.1
4
8.3
7
14.6
4
8.3
3
6.3
5
10.4
6
12.5
12
25
14
29.2
1
2.1
1
2.1
13
27.1
13
27.1
Over eight out of ten (84.1%) students in the IB/M and 77.1% of those enrolled in the
TCPCG program came from public suburban schools. The majority of the sample attended
schools of primarily White population of middle social economic status SES. About 37.4%
of the IB/M sample reported that they attended an average achieving school, and another
60.7% reported that they attended a high achieving school. The majority of the TCPCG
students reported that they attended an average achieving school (47.9%) while another
45.8% reported that they attended an average achieving school (see Table 3).
Table 3
High School Type, Location, SES, Racial Composition, and Achievement Levels
IB/M
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
Charter
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
High School Racial Composition
Primarily students of color
A mix of both students
Primarily White students
TCPCG
%
N
%
N
0
0
9
97
1
0
0
8.4
90.7
0.9
0
0
4
44
0
0
8.3
91.7
11
90
6
10.3
84.1
5.6
10
37
1
20.8
77.1
2.1
3
85
19
2.8
79.4
17.8
0
37
11
0
77.1
22.9
2
40
77
1.9
26.2
72.0
1
11
36
2.1
22.9
75.0
4
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
Not specified
2
40
65
1.9
37.4
60.7
2
23
22
1
4.2
47.9
45.8
2.1
Goals/Intentions
Most of the students in the IB/M sample are intended to focus on elementary school education,
while the majority of TCPCG students are intended to focus on middle and high school
education (see Table 4).
Table 4
Places of Focus in the Program *
IB/M
Early childhood
Elementary school
Middle school
High school
N
11
57
21
54
TCPCG
%
10.3
53.3
19.6
50.5
N
1
2
13
47
%
2.1
4.2
27.1
97.9
* More than one choice was allowed.
The vast majority of the IB/M sample 95.8% reported that they plan to have a subject area
specialty. Table 5 presents the frequencies of subject specialties being selected, with English
being the preferred area. In addition to their teacher preparation degree in education, some
students pursue earning another major or minor degree outside of education (see Table 6).
Table 5
Subject Specialties Planned by IB/M *
Subject specialties
Bilingual; English Language Learners, ESL
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
N
2
%
1.9
38
4
31
0
12
13
20
1
3
35.5
3.7
29
0
11.2
12.1
18.7
0.9
2.8
* More than one choice was allowed.
5
Table 6
Fields for IB/M Students
Areas outside of education students plan to major
Arts (e.g., Fine Arts, Drama, Music, Design)
N
2
%
1.9
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)
6
0
1
0
37
0
6
4
6
25
15
1
2
5
5.6
0
0.9
0
34.6
0
5.6
3.7
5.6
23.4
14
0.9
1.9
4.7
Areas outside of education students plan to minor
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)
N
4
5
1
1
0
31
1
8
4
8
21
10
0
5
12
%
14
0.9
1.9
4.7
0
29
0.9
7.5
3.7
7.5
19.6
9.3
0
4.7
11.2
In the TCPCG version of the entry survey students were asked if they already have a
specialty. A total of 94.3% responded positively, with social studies being the most frequent
area of specialty (22.9%) (See Table 7).
6
Table 7
Subject Specialties Planned by TCPCG *
Bilingual; English Language Learners
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
N
0
12
2
5
0
10
3
11
5
2
%
0
25
4.2
10.4
0
20.8
6.3
22.9
10.4
4.2
* More than one choice was allowed.
Efficacy of Classroom Teaching
Self-efficacy with classroom teaching was measured on a five-point Likert scale from 1-Not at all
confident to 5-Extremely confident (5 items; alpha=.82) (See Table X-XX).
Table 8
IB/M Self-Efficacy
1
How confident are you that you will be able to plan stimulating lessons for
students?
How confident are you that you will be able to develop a strong rapport with
your students?
In your teaching, how confident are you that you will be able to create learning
experiences that are meaningful to students?
In your classroom, how confident are you that you will be able to motivate
students to participate in academic tasks?
In your classroom, how confident are you that you will be able to facilitate
learning for all of your students?
Average Score
2
3
4
5
M
SD
2.92
0.91
3.92
0.83
3.32
0.84
3.44
0.84
3.40
0.86
3.4
0.86
M
SD
3.54
1.13
3.81
3.23
0.98
1.08
2.27
1.27
Table 9
TCPCG Self-Efficacy
1
2
3
4
How confident are you that you can plan lessons that are motivating to all
students?
How confident are you that you can use computers effectively in the classroom?
How confident are you that you can change the way you present material to
accommodate different learning needs?
For students who are not native English speakers, how confident are you that
you can implement multiple teaching strategies to help them learn?
7
5
6
7
8
9
10
11
12
How confident are you that you can integrate ed tech into your lessons?
How confident are you that you can effectively teach Special Ed. students?
How confident are you that you can effectively address classroom management
issues?
How confident are you that students will learn more from you when you use tech
than when you do not?
How confident are you that you can get along well with students who struggle
with behavioral issues in school
For students who have different cultural backgrounds from your own, how
confident are you that you can help them learn?
In your class, how confident are you that you can help your students better learn
to use technology?
How confident are you that you know all the content that you will be required to
teach to your students?
Average Score
Table 10
Priorities Identified
IB/M
N
TCPCG
%
N
%
Having a positive personal relationship with your students
1
26
24.3
5
10.4
2
34
31.8
21
43.8
3
47
43.9
22
45.8
Helping your students learn the required content
1
29
27.1
17
35.4
2
41
38.3
16
33.3
3
37
34.6
15
31.3
Motivating your students to be engaged in school
1
52
48.6
26
54.2
2
32
29.9
13
27.1
3
23
21.5
9
18.8
Ability to establish rapport with students
1
53
49.5
19
39.6
2
20
18.7
15
31.3
3
16
15
5
10.4
4
8
7.5
2
4.2
5
10
9.3
7
14.6
Classroom management skills
1
14
13.1
5
10.4
2
26
24.3
5
10.4
3
24
22.4
15
31.3
4
25
23.4
11
22.9
8
3.54
2.60
3.33
1.18
1.18
1.02
3.33
1.06
3.77
1.11
3.73
1.09
3.46
1.35
3.0
1.13
5
18
16.8
12
25
Command of content knowledge
1
25
23.4
22
45.8
2
22
20.6
12
25
3
28
26.2
7
14.6
4
13
12.1
4
8.3
5
19
17.8
3
6.3
Lesson implementation skills
1
3
2.8
1
2.1
2
18
16.8
5
10.4
3
21
19.6
11
22.9
4
33
30.8
17
35.4
5
32
29.9
14
29.2
Future Teaching Plans
Students also were asked to describe their future teaching plans. The majority of the
students reported that they planned to teach in a suburban school with a mix of both
students of color and white students for the majority of their career. Student responses
seem to follow the same structure between what schools they would like to teach and what
schools they will actually end up teaching and this includes the desire to teach in average
achieving schools (See Table 11).
Table 11
High School Type, Location, SES, Racial Composition, Achievement Levels
IB/M
N
TCPCG
%
N
%
School they would like to teach for the majority of their career
Location
Rural
13
12.1
6
12.5
Suburban
73
68.2
33
68.8
Urban
21
19.6
8
16.7
1
2.1
Not specified
SES
Low SES
19
17.8
5
10.4
Middle SES
79
73.8
33
68.8
High SES
9
8.4
9
18.8
1
2.1
Not specified
Racial Composition
Primarily students of color
11
10.3
3
6.3
A mix of both students
77
72.0
40
83.3
Primarily white students
19
17.8
5
10.4
9
Achievement Level
A low achieving school
7
6.5
1
2.1
An average achieving school
54
50.5
24
50.0
A high achieving school
46
43.0
22
45.8
1
2.1
Not specified
School they think they will actually end up teaching for the majority of their career
Location
Rural
6
5.6
6
12.5
Suburban
83
77.6
38
79.2
Urban
18
16.8
4
8.3
Low SES
15
14.0
6
12.5
Middle SES
83
77.6
33
68.8
High SES
9
8.4
7
14.6
2
4.2
SES
Not specified
Racial Composition
Primarily students of color
8
7.5
1
A mix of both students
62
57.9
31
Primarily white students
37
34.6
15
Unspecified
1
Achievement Level
A low achieving school
6
5.6
2
4.2
An average achieving school
79
73.8
38
79.2
A high achieving school
22
20.6
7
14.6
1
2.1
Unspecified
In a question about how many years the students thought they would teach during their
career, the majority of the IB/M students 50% reported that they expected to be teaching
between 20 and 30 years. Another 33% of the sample reported that they would l be
teaching for between 30 and 50 years. About 40% of the TCPCG students reported that
they expected to be teaching between 20 and 30 years, while a similar percentage reported
that they would be teaching for between 30 and 50 years This is consistent with the 2006
data where students, on average, were intending to teach for between 20 and 30 years:
Disposition and Standards Results
In the IB/M version of the supplemental survey, students were asked which of the following
fields/specialty they wanted to primarily pursue. The majority of the students responded
positively (100%), with Elementary Education being the most frequent area of specialty
(31.71%; See Table 12). In the TCPCG version of the supplemental survey, students were
asked the same i.e. which of the following fields/specialty they wanted to primarily pursue.
The majority of the students responded positively (100%), with English and History/Social
Studies being the most frequent area of specialty (22.5% each; See Table 13).
10
Table 12
Frequency Distribution of Specialties of IB/M Students
Content Standards
N
%
Elementary Education
39
31.71
English
15
12.20
History/Social Studies
14
11.38
Science
9
7.32
Mathematics
11
8.94
World language (inadequate number of students)*
4
3.25
Special Education (inadequate number of students)
15
12.20
Agricultural Education*
0
0.00
Other (Specify)
16
13.01
total
123
*Since the frequencies of “Agricultural Education” and “World language” is <5, we cannot
use these specialties/fields for our analysis.
Table 13
IB/M Students’ Teacher Dispositions
Teacher Dispositions
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, & 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.
11
M
2.15
2.25
3.38
3.09
3.08
3.07
3.78
3.92
3.88
3.72
3.47
3.3
3.08
3.22
3.2
3.18
3.3
SD
0.48
0.57
0.67
0.89
0.94
0.89
0.58
0.55
0.52
0.61
0.75
0.73
0.93
0.84
0.81
0.88
0.96
Table 13.1
ENGLISH
M
SD
a. follow a specific curriculum & are expected to meet appropriate performance …..
3.41
1.25
b. adopt and strengthen professional attitudes needed by English language arts…
3.08
1.22
c. demonstrate knowledge of the practices of, and skills in the use of, the English
language
2.77
1.18
d. demonstrate knowledge of the practices of oral, visual, and written literacy
3.33
0.62
e. demonstrate my knowledge of reading processes.
3.60
0.74
f. demonstrate knowledge of different composing processes
4.07
0.88
g. demonstrate knowledge of, and uses for, an extensive range of literature
3.87
0.83
h. demonstrate knowledge of the range and influence of print and non print media
3.93
0.70
i. demonstrate knowledge of research theory and findings in english language arts.
3.47
0.92
j. acquire and demonstrate the dispositions and skills needed to integrate knowledge of
eng..
4.00
0.76
k. assist students who are English language learners.
3.40
0.74
l. assist students with special needs.
3.20
0.77
M
SD
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Culture and Culture Diversity.
4.07
0.80
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Time, Continuity, and Change.
3.13
1.06
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of People, Places, and Environments.
2.80
0.94
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Individual Development and Identity.
3.50
0.52
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.
3.21
0.43
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Power, Authority, and Governance.
3.07
0.73
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.
3.07
0.27
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Science, Technology, and Society.
3.36
0.74
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Global Connections and Interdependence.
3.29
0.83
Table 13.2
HISTORY/SOCIAL STUDIES
12
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of Civic Ideals and Practices.
2.86
0.86
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of history.
2.93
0.73
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of geography.
2.79
0.70
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of civics and government.
3.07
0.73
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of economics.
3.43
0.85
possess the knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate school level for the study of psychology.
3.29
1.07
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.
3.00
0.55
ave 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.
2.29
0.91
assist students who are English language learners.
2.64
0.74
assist students with special needs.
3.36
0.63
Table 13.3
SCIENCE
M
SD
a.understand and can articulate the knowledge and practices of contemporary science.
3.5
0.75
a.understand and can articulate the knowledge and practices of contemporary science.
3.50
0.76
b.can interrelate and interpret important concepts, ideas, and applications in my fields of
licensure.
2.79
0.80
c. can conduct scientific investigations.
2.64
0.74
d. engage students effectively in studies of the history, philosophy, and practice of science.
3.33
1.22
e. 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.
3.22
1.09
f. engage students both in studies of various methods of scientific inquiry and in active
learning through scientific inquiry.
3.22
1.30
g. encourage students, individually and collaboratively, to observe, ask questions, design
inquiries, and collect and interpret data in order to develop concepts and relationships from
empirical experiences.
3.00
1.00
h.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.
3.33
1.50
i. require students to conduct inquiries into the factual basis of such issues and to assess
possible actions and outcomes based upon their goals and values.
3.33
1.32
j. create a community of diverse learners who construct meaning from their science
experiences and possess a disposition for further exploration and learning.
3.56
1.42
13
k. use, and can justify, a variety of classroom arrangements, groupings, actions, strategies,
and methodologies.
3.11
1.45
l. plan and implement an active, coherent, and effective curriculum that is consistent with the
goals and recommendations of the National Science Education Standards.
2.67
0.87
m.begin with the end in mind and effectively incorporate contemporary practices and
resources into my planning and teaching.
3.22
1.09
n. relate my discipline to my local and regional communities, involving stakeholders and
using the individual, institutional, and natural resources of the community in my teaching.
3.22
1.48
o.actively engage students in science-related studies or activities related to locally important
issues.
3.00
1.58
p.construct and use effective assessment strategies to determine the backgrounds and
achievements of learners and facilitate their intellectual, social, and personal development.
3.00
1.41
q.assess students fairly and equitably, and require that students engage in ongoing selfassessment.
2.89
1.45
r.organize safe and effective learning environments that promote the success of students
and the welfare of all living things.
3.22
1.39
s.require and promote knowledge and respect for safety, and oversee the welfare of all
living things used in the classroom or found in the field.
3.00
1.22
t.strive continuously to grow and change, personally and professionally, to meet the diverse
needs of my students, school, community, and profession.
3.00
1.50
u. have a desire and disposition for growth and betterment.
3.89
1.36
v. assist students who are English language learners.
4.11
1.27
M
SD
a. know, understand, and apply the process of mathematical problem solving.
2.71
1.15
b.reason, construct, and evaluate mathematical arguments and develop an appreciation for
mathematical rigor and inquiry.
2.83
1.27
c.communicate my mathematical thinking orally and in writing to peers, faculty, and others.
2.70
1.40
d.recognize, use, and make connections between and among mathematical ideas and in
contexts outside mathematics to build mathematical understanding.
2.95
1.17
e.use varied representations of mathematical ideas to support and deepen students’
mathematical understanding.
2.96
1.26
f.embrace technology as an essential tool for teaching and learning mathematics.
3.00
1.29
g.support a positive disposition toward mathematical processes and mathematical learning.
4.12
5.53
h.possess a deep understanding of how students learn mathematics and of the pedagogical
knowledge specific to mathematics teaching and learning.
3.28
1.31
i.demonstrate computational proficiency, including a conceptual understanding of numbers,
ways of representing number, relationships among number and number systems, and
meanings of operations.
3.17
1.23
j.emphasize relationships among quantities including functions, ways of representing
mathematical relationships, and the analysis of change.
2.87
1.10
Table 13.4
MATH
14
k.use spatial visualization and geometric modeling to explore and analyze geometric
shapes, structures, and their properties.
3.09
1.04
l.demonstrate a conceptual understanding of limit, continuity, differentiation, and integration
and a thorough background in the techniques and application of the calculus.
3.19
0.98
m. apply the fundamental ideas of discrete mathematics in the formulation and solution of
problems.
3.32
1.11
n.demonstrate an understanding of concepts and practices related to data analysis,
statistics, and probability.
3.17
1.20
o. apply and use measurement concepts and tools.
3.17
1.25
p. complete field-based experiences in mathematics classrooms.
3.33
0.97
q. assist students who are English language learners.
3.33
0.97
r. assist students with special needs
3.21
1.27
M
SD
a.demonstrate a high level of proficiency in the target language, and seek opportunity to
strength my proficiency.
3.05
1.22
b.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.
3.22
1.11
c.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.
3.11
1.02
d.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.
3.25
1.13
e.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.
2.88
0.96
f.integrate knowledge of other disciplines into foreign language instruction and identify
distinctive viewpoints accessible only through the target language.
3.15
1.21
g.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.
2.62
1.04
h.develop a variety of instructional practices that reflect language outcomes and articulated
program models and address the needs of diverse language learners.
2.86
1.03
i.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.
3.29
1.14
j. integrate the Standards for Foreign Language Learning and my state standards into
language instruction.
3.00
1.00
k.use standards and curricular goals to evaluate, select, design, and adapt instructional
resources.
3.54
1.20
l.believe that assessment is ongoing, and demonstrate knowledge of multiple ways of
assessment that are age- and level-appropriate by implementing purposeful measures.
3.75
1.29
Table 13.5
WORLD LANGUAGE
15
m.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.
3.00
1.18
n.interpret and report the results of student performances to all stakeholders and provide
opportunity for discussion.
3.42
1.38
o.engage in professional development opportunities that strengthen my own linguistic and
cultural competence and promote reflection on practice.
2.91
1.22
p.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.
3.18
1.33
q.assist students who are English language learners.
3.82
1.17
r.assist students with special needs.
3.36
1.43
M
SD
a. 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.
4.00
1.00
b. understand how these influence professional practice, including assessment,
instructional planning, implementation, and program evaluation.
4.00
1.00
c. 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
4.00
1.00
d. understand the relationships of organizations of special education to the organizations
and functions of schools, school systems, and other agencies.
4.00
1.00
e. use this knowledge as a ground upon which to construct my own personal
understandings and philosophies of special education.
4.00
1.00
f. know and demonstrate respect for my students first as unique human beings.
4.00
1.00
g. understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs (ELN).
4.00
1.00
h. 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.
3.67
0.58
i. understand the effects that an exceptional condition can have on an individual’s learning
in school and throughout life.
4.00
1.00
j. understand that the beliefs, traditions, and values across and within cultures can affect
relationships among and between students, their families, and the school community.
3.67
0.58
k. 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.
3.33
1.15
l. individualize instruction to provide meaningful and challenging learning for individuals with
ELN.
3.00
1.00
m. possess a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with ELN.
3.67
0.58
Table 13.6
SPECIAL EDUCATION
16
n. 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.
3.00
1.00
o. enhance the learning of critical thinking, problem solving, and performance skills of
individuals with ELN, and increase their self-awareness, self-management, self-control,
self-reliance, and self-esteem.
3.33
1.15
p. emphasize the development, maintenance, and generalization of knowledge and skills
across environments, settings, and the lifespan.
3.00
1.00
q. 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.
3.67
0.58
r. foster environments in which diversity is valued and individuals are taught to live
harmoniously and productively in a culturally diverse world.
3.67
0.58
s. shape environments to encourage the independence, self-motivation, self-direction,
personal empowerment, and self-advocacy of individuals with ELN.
3.33
0.58
t. help my general education colleagues integrate individuals with ELN in regular
environments and engage them in meaningful learning activities and interactions.
3.33
0.58
u. use direct motivational and instructional interventions with individuals with ELN to teach
them to respond effectively to current expectations.
3.67
0.58
v. when necessary, can safely intervene with individuals with ELN in crisis.
3.67
0.58
w. coordinate all these efforts and provide guidance and direction to paraeducators and
others, such as classroom volunteers and tutors.
3.67
0.58
x. 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.
3.67
0.58
y. use individualized strategies to enhance language development and teach
communication skills to individuals with ELN.
2.33
0.58
z. am familiar with augmentative, alternative, and assistive technologies to support and
enhance communication of individuals with exceptional needs.
3.33
1.15
match my communication methods to an individual’s language proficiency and cultural and
linguistic differences.
3.33
1.15
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.
3.33
1.15
develop long-range individualized instructional plans anchored in both general and special
curricula.
3.33
0.58
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.
3.00
1.00
facilitate this instructional planning in a collaborative context including the individuals with
exceptionalities, families, professional colleagues, and personnel from other agencies as
appropriate.
3.00
1.00
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.
3.00
1.00
comfortable using appropriate technologies to support instructional planning and
individualized instruction.
3.33
1.15
use multiple types of assessment information for a variety of educational decisions.
3.00
1.00
17
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.
2.67
1.15
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.
3.33
0.58
understand measurement theory and practices for addressing issues of validity, reliability,
norms, bias, and interpretation of assessment results.
3.33
1.15
understand the appropriate use and limitations of various types of assessments.
3.33
1.15
collaborate with families and other colleagues to assure non-biased, meaningful
assessments and decision-making.
3.67
1.53
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.
3.33
1.15
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.
3.33
1.15
regularly monitor the progress of individuals with ELN in general and special curricula.
3.67
0.58
use appropriate technologies to support my assessments.
3.67
0.58
Am guided by the profession’s ethical and professional practice standards.
3.67
0.58
practice in multiple roles and complex situations across wide age and developmental
ranges.
3.67
0.58
engage in professional activities and participate in learning communities that benefit
individuals with ELN, their families, colleagues, and my own professional growth.
3.67
0.58
View myself as lifelong learners and regularly reflect on and adjust my practice.
3.67
0.58
am aware of how my own and others attitudes, behaviors, and ways of communicating can
influence my practice.
3.33
1.15
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.
3.33
1.15
actively plan and engage in activities that foster my professional growth and keep them
current with evidence-based best practices.
3.33
1.15
know my own limits of practice and practice within them.
4.00
1.00
routinely and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive ways.
3.67
0.58
embrace my special role as advocate for individuals with ELN.
3.67
0.58
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.
3.33
1.15
am viewed as specialists by a myriad of people who actively seek my collaboration to
effectively include and teach individuals with ELN.
3.67
0.58
am a resource to my colleagues in understanding the laws and policies relevant to
Individuals with ELN.
3.67
0.58
use collaboration to facilitate the successful transitions of individuals with ELN across
settings and services.
3.00
1.00
18
Table 14
Frequency Distribution for TCPCG
Content Standards
Elementary Education
English
History/Social Studies
Science
Mathematics
World language
Special Education
Agricultural Education
Other (Specify)
Total
N
0
9
9
5
5
2
3
6
1
40
%
0
22.5
22.5
12.5
12.5
5
7.5
15
2.5
100
Table 15
TCPCG Teacher Dispositions
Teacher Dispositions
a. content
b. theory
c.pedagogy
d. the useof 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
M
3.32
3.20
3.12
3.02
3.73
3.76
3.59
3.49
3.24
3.49
3.41
3.39
SD
0.76
0.68
0.64
0.88
0.67
0.70
0.74
0.81
0.89
0.78
0.95
0.77
3.32
3.34
3.41
3.34
0.85
0.85
0.84
0.82
q. collaborative learning communities.
3.20
0.87
M
SD
a. follow a specific curriculum & are expected to meet appropriate performance …..
3.36
1.29
b. adopt and strengthen professional attitudes needed by English language arts…
3.27
1.27
c. demonstrate knowledge of the practices of, and skills in the use of, the English
language
3.82
1.40
d. demonstrate knowledge of the practices of oral, visual, and written literacy
3.91
1.45
e. demonstrate my knowledge of reading processes.
3.73
1.49
Table 15.1
ENGLISH
19
f. demonstrate knowledge of different composing processes
3.45
1.51
g. demonstrate knowledge of, and uses for, an extensive range of literature
3.64
1.57
h. demonstrate knowledge of the range and influence of print and non print media and
..
3.45
1.51
i. demonstrate knowledge of research theory and findings in english language arts.
2.82
1.54
j. acquire and demonstrate the dispositions and skills needed to integrate knowledge of
eng..
3.55
1.37
k. assist students who are English language learners.
2.45
1.63
l. assist students with special needs.
2.91
1.30
M
SD
a. possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Culture and Culture Diversity.
3.11
1.27
b. possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Time, Continuity, and Change.
3.78
1.09
c. possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of People, Places, and
Environments.
3.89
0.93
d. possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Individual Development and
Identity.
3.22
1.09
e. 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.
3.78
1.09
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Power, Authority, and
Governance.
3.89
1.17
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.
3.33
1.22
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Science, Technology, and
Society.
3.11
1.05
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Global Connections and
Interdependence.
4.11
0.93
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Civic Ideals and Practices.
4.00
1.12
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of history.
4.33
0.87
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of geography.
3.89
1.17
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of civics and government.
4.00
1.12
Table 15.2
HISTORY/SOCIAL STUDIES
20
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of economics.
2.56
1.13
possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of psychology.
3.33
0.87
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.
3.78
0.97
ave 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.
3.78
0.97
assist students who are English language learners.
2.78
1.09
assist students with special needs.
3.22
0.83
M
SD
a. understand and can articulate the knowledge and practices of contemporary science.
3.80
0.45
b. can interrelate and interpret important concepts, ideas, and applications in my fields
of licensure.
3.40
0.89
c. can conduct scientific investigations.
3.60
0.55
d. engage students effectively in studies of the history, philosophy, and practice of
science.
4.00
0.71
e. enable students to distinguish science from nonscience, understand the evolution and
practice of science as a human endeavor, and critically analyze assertions made in the
name of science.
3.40
0.55
f. engage students both in studies of various methods of scientific inquiry and in active
learning through scientific inquiry.
3.40
0.55
g. encourage students, individually and collaboratively, to observe, ask questions,
design inquiries, and collect and interpret data in order to develop concepts and
relationships from empirical experiences.
3.60
0.55
h. 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.
4.00
0.71
i. require students to conduct inquiries into the factual basis of such issues and to
assess possible actions and outcomes based upon their goals and values.
3.60
0.55
j. create a community of diverse learners who construct meaning from their science
experiences and possess a disposition for further exploration and learning.
3.60
0.89
k. use, and can justify, a variety of classroom arrangements, groupings, actions,
strategies, and methodologies.
3.60
0.89
l. plan and implement an active, coherent, and effective curriculum that is consistent
with the goals and recommendations of the National Science Education Standards.
3.40
1.14
m.begin with the end in mind and effectively incorporate contemporary practices and
resources into my planning and teaching.
3.40
1.14
2.80
1.48
Table 15.3
SCIENCE
n. relate my discipline to my local and regional communities, involving stakeholders and
using the individual, institutional, and natural resources of the community in my
21
teaching.
o. actively engage students in science-related studies or activities related to locally
important issues.
3.60
0.55
p. construct and use effective assessment strategies to determine the backgrounds and
achievements of learners and facilitate their intellectual, social, and personal
development.
3.60
1.14
q. assess students fairly and equitably, and require that students engage in ongoing
self-assessment.
4.00
1.00
r. organize safe and effective learning environments that promote the success of
students and the welfare of all living things.
4.20
0.45
s. require and promote knowledge and respect for safety, and oversee the welfare of all
living things used in the classroom or found in the field.
4.40
0.55
t. strive continuously to grow and change, personally and professionally, to meet the
diverse needs of my students, school, community, and profession.
3.80
1.10
u. have a desire and disposition for growth and betterment.
4.00
0.71
v. assist students who are English language learners.
2.60
1.52
w. assist students with special needs.
2.80
1.10
Table 15.4
MATH
M
SD
a. know, understand, and apply the process of mathematical problem solving.
4.80
0.45
b. reason, construct, and evaluate mathematical arguments and develop an
appreciation for mathematical rigor and inquiry.
4.80
0.45
c. communicate my mathematical thinking orally and in writing to peers, faculty, and
others.
4.40
0.55
d. recognize, use, and make connections between and among mathematical ideas and
in contexts outside mathematics to build mathematical understanding.
4.20
0.84
e. use varied representations of mathematical ideas to support and deepen students’
mathematical understanding.
4.00
1.00
f. embrace technology as an essential tool for teaching and learning mathematics.
3.80
1.10
g. support a positive disposition toward mathematical processes and mathematical
learning.
4.60
0.55
h. possess a deep understanding of how students learn mathematics and of the
pedagogical knowledge specific to mathematics teaching and learning.
3.20
1.30
i. demonstrate computational proficiency, including a conceptual understanding of
numbers, ways of representing number, relationships among number and number
systems, and meanings of operations.
5.00
0.00
j. emphasize relationships among quantities including functions, ways of representing
mathematical relationships, and the analysis of change.
4.80
0.45
k. use spatial visualization and geometric modeling to explore and analyze geometric
shapes, structures, and their properties.
4.60
0.89
l. demonstrate a conceptual understanding of limit, continuity, differentiation, and
integration and a thorough background in the techniques and application of the calculus.
5.00
0.00
m. apply the fundamental ideas of discrete mathematics in the formulation and solution
of problems.
4.80
0.45
22
n. demonstrate an understanding of concepts and practices related to data analysis,
statistics, and probability.
4.00
1.00
o. apply and use measurement concepts and tools.
4.60
0.89
p. complete field-based experiences in mathematics classrooms.
3.40
1.14
q. assist students who are English language learners.
2.60
0.55
r. assist students with special needs
3.00
0.00
M
SD
a. demonstrate a high level of proficiency in the target language, and seek opportunity
to strength my proficiency.
4.80
0.45
b. 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.
4.80
0.45
c. 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.
4.40
0.55
d. 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.
4.20
0.84
e. 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.
3.80
1.00
f. integrate knowledge of other disciplines into foreign language instruction and identify
distinctive viewpoints accessible only through the target language.
4.60
1.10
g. 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.
3.20
0.55
h. develop a variety of instructional practices that reflect language outcomes and
articulated program models and address the needs of diverse language learners.
5.00
1.30
i. 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.
4.80
0.00
j. integrate the Standards for Foreign Language Learning and my state standards into
language instruction.
4.60
0.45
k. use standards and curricular goals to evaluate, select, design, and adapt instructional
resources.
5.00
0.89
l.believe that assessment is ongoing, and demonstrate knowledge of multiple ways of
assessment that are age- and level-appropriate by implementing purposeful measures.
4.80
0.00
m. 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.
4.00
0.45
n. interpret and report the results of student performances to all stakeholders and
provide opportunity for discussion.
4.60
1.00
3.40
0.89
Table 15.5
WORLD LANGUAGE
o. engage in professional development opportunities that strengthen my own linguistic
23
and cultural competence and promote reflection on practice.
p. 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.
2.60
1.14
q. assist students who are English language learners.
3.00
0.55
r. assist students with special needs.
3.00
0.00
Table 15.6
SPECIAL EDUCATION
M
SD
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.
3.00
1.00
understand how these influence professional practice, including assessment, instructional
planning, implementation, and program evaluation.
2.56
1.13
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
2.63
1.19
understand the relationships of organizations of special education to the organizations
and functions of schools, school systems, and other agencies.
3.00
1.22
use this knowledge as a ground upon which to construct my own personal understandings
and philosophies of special education.
3.10
0.88
know and demonstrate respect for my students first as unique human beings.
3.18
0.98
understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs (ELN).
3.00
1.00
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.
2.89
1.17
understand the effects that an exceptional condition can have on an individual’s learning
in school and throughout life.
3.11
1.27
understand that the beliefs, traditions, and values across and within cultures can affect
relationships among and between students, their families, and the school community.
2.78
1.20
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.
3.00
1.15
individualize instruction to provide meaningful and challenging learning for individuals with
ELN.
3.57
1.27
possess a repertoire of evidence-based instructional strategies to individualize instruction
for individuals with ELN.
3.29
0.76
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.
3.56
1.13
enhance the learning of critical thinking, problem solving, and performance skills of
individuals with ELN, and increase their self-awareness, self-management, self-control,
self-reliance, and self-esteem.
2.78
0.67
24
emphasize the development, maintenance, and generalization of knowledge and skills
across environments, settings, and the lifespan.
3.40
1.07
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.
3.10
1.10
foster environments in which diversity is valued and individuals are taught to live
harmoniously and productively in a culturally diverse world.
3.27
1.27
shape environments to encourage the independence, self-motivation, self-direction,
personal empowerment, and self-advocacy of individuals with ELN.
3.20
1.03
help my general education colleagues integrate individuals with ELN in regular
environments and engage them in meaningful learning activities and interactions.
3.08
1.00
use direct motivational and instructional interventions with individuals with ELN to teach
them to respond effectively to current expectations.
2.75
0.97
when necessary, can safely intervene with individuals with ELN in crisis.
3.20
1.14
coordinate all these efforts and provide guidance and direction to paraeducators and
others, such as classroom volunteers and tutors.
3.25
1.04
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.
3.38
1.06
use individualized strategies to enhance language development and teach communication
skills to individuals with ELN.
3.38
1.19
am familiar with augmentative, alternative, and assistive technologies to support and
enhance communication of individuals with exceptional needs.
3.38
0.74
match my communication methods to an individual’s language proficiency and cultural
and linguistic differences.
3.63
0.92
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.
3.22
1.30
develop long-range individualized instructional plans anchored in both general and special
curricula.
3.90
1.20
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.
3.60
1.07
facilitate this instructional planning in a collaborative context including the individuals with
exceptionalities, families, professional colleagues, and personnel from other agencies as
appropriate.
3.10
0.99
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.
3.91
0.94
comfortable using appropriate technologies to support instructional planning and
individualized instruction.
3.45
1.04
use multiple types of assessment information for a variety of educational decisions.
3.30
1.06
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.
3.50
1.08
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.
3.55
1.13
25
understand measurement theory and practices for addressing issues of validity, reliability,
norms, bias, and interpretation of assessment results.
3.90
1.10
understand the appropriate use and limitations of various types of assessments.
3.70
1.25
collaborate with families and other colleagues to assure non-biased, meaningful
assessments and decision-making.
3.58
1.16
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.
3.58
1.00
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.
3.33
0.89
regularly monitor the progress of individuals with ELN in general and special curricula.
3.45
1.29
use appropriate technologies to support my assessments.
3.18
1.08
am guided by the profession’s ethical and professional practice standards.
3.18
1.17
practice in multiple roles and complex situations across wide age and developmental
ranges.
3.25
1.06
engage in professional activities and participate in learning communities that benefit
individuals with ELN, their families, colleagues, and my own professional growth.
3.33
0.98
view myself as lifelong learners and regularly reflect on and adjust my practice.
3.27
1.19
am aware of how my own and others attitudes, behaviors, and ways of communicating
can influence my practice.
3.09
1.30
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.
3.25
1.22
actively plan and engage in activities that foster my professional growth and keep them
current with evidence-based best practices.
3.73
1.42
know my own limits of practice and practice within them.
3.36
1.29
routinely and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive ways.
3.33
1.15
embrace my special role as advocate for individuals with ELN.
3.69
1.32
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.
3.33
1.44
am viewed as specialists by a myriad of people who actively seek my collaboration to
effectively include and teach individuals with ELN.
3.27
1.42
am a resource to my colleagues in understanding the laws and policies relevant to
Individuals with ELN.
3.09
0.94
use collaboration to facilitate the successful transitions of individuals with ELN across
settings and services.
3.09
1.30
26
Table 15.7
AGRICULTURAL EDUCATION
complete general courses in the liberal arts and sciences that develop theoretical and
practical understandings.
M
SD
4.00
0.89
acquire and develop the pedagogical and professional understandings and skills needed
to work with all students.
4.33
0.82
attain competence in basic principles, concepts, and experiential practices in agricultural
science and natural resources related to business, management, and economic system.
3.83
0.75
attain competence in basic principles, concepts, and experiential practices in agricultural
science and natural resources related to agricultural and mechanical systems.
4.50
0.75
attain competence in basic principles, concepts, and experiential practices in agricultural
science and natural resources related to plant, animal, and food systems.
4.50
0.55
attain competence in basic principles, concepts, and experiential practices in agricultural
science and natural resources related to natural resources and environmental systems.
4.00
0.89
Discussion
In 2007 the majority of juniors in the IB/M program were females 90.7%,white (87.9%),
about 21-22 years old, and 93.5 % are native English speakers. In the same year the
majority of juniors in the TCPCG program were males, white (89.6%) about 23-25 years
old, and mainly native English speakers (93.8%). Except for the greater percentage of
males in the TCPCG program, these results were similar to the 2006 entry survey data
where again students were primarily female (78%), white (85.3%), about 22 years old, and
mainly native English speakers (92%).
Most IB/M and TCPCG students came from public, suburban schools. The majority of the
students reported that their parents completed college.
Most of the students in IB/M intend to focus on elementary and high school education, while
most of the students in TCPCG intend to focus on middle and high school education. In
addition to their studies at Neag, the majority of the IB/M students plan to have a subject
area specialty with English being the preferred area (35.5%). 94.3% of the TCPCG
students already had a subject area specialty at their entrance to the school, with social
studies being the most frequent specialty (22.9 %).
In general, student in IB/M and TCPCG programs were confident with their teaching abilities at
their entrance at Neag. The majority of students reported that motivating their students to
engage in school is their most important priority, while their ability to establish rapport with
students was perceived as IB/M and TCPCG student’s strongest skill.
Most students intend to teach for between 20 and 50 years and the majority of the students
reported that they plan to teach in suburban schools (about 70%) for the majority of their
career.
Dispositions & Standards …
27