Exit Survey from Clinical Teaching
Disaggregated by Area
Fall 2013
We are asking you to respond to the following survey items based on how well your course work, field experiences, and clinical
experience prepared you to engage in the noted professional activities. Your answers are needed in order for the College of Education
to evaluate and improve existing undergraduate and graduate programs.
4 =Very Prepared
3 Adequately Prepared
Avg
# 79
K–6
# 27
2 =Somewhat Prepared
4–8
# 10
Art
#5
Biology
#2
1 = Not Prepared
Eng
#6
HHP
#6
Hist
#6
Music
#6
SPED
#4
Other
#7
1. Establish appropriate instructional goals and
objectives.
3.49
3.62
3.30
3.60
4.00
3.83
3.67
3.50
2.83
3.00
3.67
2. Develop learning goals and objectives that
address student needs at the appropriate
instructional level that also address thinking
processes.
3.41
3.58
3.20
3.40
3.50
3.83
4.00
3.33
2.67
2.75
3.53
3. Evaluate how to achieve learning goals, plans
learning experiences that are developmentally
appropriate and relevant to students, and
connects those concepts to real life and future
careers.
3.35
3.46
3.30
3.20
3.00
3.83
4.00
3.17
2.83
2.75
3.40
4. Design instruction that appropriately matches
the goals and objectives, learning strategies,
assessments and student needs.
3.38
3.46
3.40
3.40
3.00
3.83
3.83
3.00
3.33
2.50
3.33
5. Design instruction that encourages thinking,
problem solving, and decision making.
3.39
3.54
3.70
3.40
3.00
3.67
3.67
3.00
3.00
2.75
3.27
6. Demonstrate a thorough understanding of the
content you teach.
3.46
3.35
3.60
3.60
3.50
3.83
3.17
3.83
3.83
2.25
3.73
7. Use multiple representations and explanations
of disciplinary concepts that capture key ideas
and link them to students' prior understandings.
3.22
3.27
3.20
2.80
3.00
3.83
3.83
3.17
3.17
2.00
3.40
8. Appropriately use multiple teaching and learning
strategies to engage students in active learning
opportunities that promote the development of
critical and creative thinking, problem solving,
and performance capabilities while using
strategies which help students assume
responsibility for identifying and using varied
learning resources.
3.33
3.50
3.40
3.20
3.00
3.83
3.50
2.83
3.00
2.50
3.27
9. Link learning with students’ prior knowledge,
experiences, and cultural backgrounds.
3.25
3.31
3.20
3.40
2.50
3.83
3.67
3.00
2.67
2.50
3.27
10. Organize, prepare students for, and monitor
independent and group work that allows for the
full and varied participation of all individuals.
3.38
3.38
3.60
3.00
3.00
3.83
4.00
3.00
3.17
2.75
3.33
11. Use assessment strategies, instruments, and
information appropriate to the learning
expectations being evaluated (affective as well
as academic) that are also gathered from a
variety of sources about students' experiences,
learning behaviors, needs, attitudes and
progress to make initial and ongoing
instructional decisions.
3.29
3.35
3.40
3.20
2.00
3.67
3.83
3.33
3.17
2.50
3.20
12. Interpret assessment data appropriately and
use this information for instruction and
evaluating student academic achievement and
attitudes to determine the academic amount of
progress as well as the amount of positive
change toward learning.
3.14
3.19
3.20
2.80
3.50
3.67
3.33
3.17
2.67
2.50
3.40
13. Collaborate with colleagues and administrators.
3.48
3.66
3.46
3.65
3.50
3.70
3.60
3.60
4.00
4.00
4.00
4.00
4.00
4.00
3.17
3.83
3.17
3.17
2.75
3.00
3.60
3.87
15. Use classroom management techniques that
foster student self-control and self-discipline.
3.44
3.69
3.30
3.00
3.00
3.83
3.67
3.33
2.83
3.00
3.47
16. Use classroom management techniques to
promote student learning.
3.54
3.77
3.70
2.80
3.00
3.67
3.83
3.33
3.17
3.00
3.40
17. Create lesson plans that address the needs of
students with diverse cultural and language
backgrounds and different learning needs.
3.22
3.31
3.20
3.40
2.50
3.67
3.67
2.67
3.33
2.00
3.13
18. Create a professional development plan to
improve performance and to expand teaching
repertoire to facilitate student achievement of
the learning goal(s).
3.03
3.19
3.10
2.40
2.50
3.67
3.17
3.50
2.33
1.75
3.40
19. Maintain accurate and up-to-date records while
completing assigned tasks on schedule and
maintaining satisfactory records of punctuality
and attendance.
3.29
3.46
3.20
2.80
3.00
3.83
3.33
3.33
2.33
3.00
3.53
20. Use technology to enhance student learning.
3.49
3.76
3.46
3.77
3.90
3.60
2.80
4.00
3.00
4.00
3.83
3.83
3.17
4.00
3.83
3.83
3.33
3.33
3.75
3.75
3.67
3.80
3.42
3.35
3.30
3.40
3.50
3.83
3.83
3.50
3.00
3.00
3.60
3.46
3.50
3.60
3.00
3.50
3.83
3.50
3.67
3.17
3.00
3.67
14. Reflect on teaching practice by continually
evaluating the effects of instruction.
21. Follow applicable school policies and
procedures.
22. Organize systematically and maintain useful
records of student work and performance.
23. Demonstrate an understanding of effective
verbal and non-verbal communication by
choosing language and delivery techniques
appropriate to the parents, students, or other
professionals.
24. Design communication appropriate to the
audience while using correct grammar and
organizing information logically.
3.53
3.65
3.40
3.20
3.00
3.67
3.67
3.67
3.33
3.25
3.53
25. Communicate student status and progress to
students, their parents, and appropriate others.
3.37
3.35
3.50
3.20
3.00
3.67
3.67
3.33
3.00
3.00
3.47