Exit Survey from Clinical Teaching
Disaggregated by Area
Spring 2009
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 School of Education
to evaluate and improve existing undergraduate and graduate programs.
4 =Very Prepared
3 Adequately Prepared
2 =Somewhat Prepared
Avg.
K-6
4-8
SPED
Bi
1 = Not Prepared
Eng
HHP
Hist.
Latin
Math
Span
o
1. Establish appropriate instructional goals and objectives.
2. Develop learning goals and objectives that address
student
needs at the appropriate instructional level that also
address
thinking processes.
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.
4. Design instruction that appropriately matches the goals
and
objectives, learning strategies, assessments and student
needs
5. Design instruction that encourages thinking, problem
solving, and decision making.
6. Demonstrate an thorough understanding of content you
teach
7. Use multiple representations and explanations of
disciplinary concepts that capture key ideas and link
them to students' prior understandings
8. Use appropriately multiple teaching and learning
strategies to engage students in active learning
opportunities that promote the development of critical
and creative thinking, problem solving, and
3.42 3.29
3.30
3
2.5
3.67
3.67
3
3
3.75
3.5
3.71
3.5
3
4
3
3
3.83
3.33
4
3
3.14
3
3.67
3
3.25
3.5
3
2
3.17
3
3.23
3.5
3.67
4
3.25
3.25
4
3
3.83
4
3.15
3
3.33
4
3.333
3.5
4
2
3.33
3
3.06
2.5
3.33
4
2.5
3.625
4
NA
3.33
4
3.09
3
3.33
4
3
3.25
4
3
3.50
3
3.17
2
3.33
3
3.25
3.375
4
1
3.17
3
3.33
3.19
3.35
3.23
3.15
3.18
3.14
performance capabilities while using strategies which
help students assume responsibility for identifying and
using varied 4learning resources
9. Link learning with students’ prior knowledge,
experiences, and cultural backgrounds
10. Organize, prepares students for, and monitor
independent
and group work that allows for the full and varied
participation of all individuals
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
12. Interpret assessment data (Terra Nova/other)
appropriately and uses 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
13. Collaborate with colleagues and administrators
14. Reflect on teaching practice by continually evaluating
the effects of instruction.
15. Use classroom management techniques that foster
student self-control and self discipline
16. Use classroom management techniques to promote
student learning
17. Create lesson plans that addresses the needs of students
with diverse cultural and language backgrounds and
different learning needs.
18. Create a professional development plan to improve
performance and to expand teaching repertoire to
facilitate student achievement of the learning goal(s)
19. Maintain accurate and up-to-date records while
completing assigned tasks on schedule and maintaining
satisfactory records of punctuality and attendance
20. Use technology to enhance student learning
21. Follow applicable school policies and procedures
3.14
3
4.00
3
3
3.25
4
2
3.00
4
3.14
3
3.33
4
3.25
3.125
4
3
3.50
4
2.80
3
3.67
3
3.5
3
3
2
3.67
4
2.91
2.5
3.33
3
3
3
2
4
3.67
4
3.29
3
4
3.33
3.67
4
4
3.5
3.75
3.5
3.375
3
4
2
4
3.50
3.83
4
4
2.86
3
3.0
4
3
3.5
4
3
3.33
4
3.00
2.5
3.0
4
3.25
3.5
4
2
3.33
4
2.94
1.5
3.0
2
3.5
3.375
3
1
3.00
3
2.85
2
3.33
3
2.75
3.125
3
1
2.67
2
2.97
3
3.67
4
2.75
3.25
4
4
3.17
4
3.5
3.5
3.67
4.00
4
4
3.5
2.75
3
3
4
4
2
3
3.83
3.50
4
3
3.17
3.22
3.02
3.03
3.34 3.29
3.46
3.06
3.13
2.95
2.82
3.11
3.35 3.29
3.33 3.36
22. Organize systematically and maintains 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
25. Communicate student status and progress to students,
their parents, and appropriate others
3.18
3.5
3.67
4
3.5
3.375
4
3
3.00
4
3.18
3
3.67
4
3.25
3.625
4
3
3.33
4
3.21
3
3.33
4
3.25
3.375
3
3
3.33
4
3.09
3.5
3.33
4
3.25
3.375
3
2
3.33
4
3.27
3.31
3.26
3.19
What suggestions do you have that would improve the teacher education program?
K-6:
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I don't feel that I was adequately prepared for classroom management. One class is not enough to be prepared to handle a classroom by
myself. This is something that I have struggle with throughout my student teaching.
I think one of the best things you can do to make this program is make sure that all the teachers know what they are talking about as far
as this program goes. I feel like they all told us different things.
I would like the professors to actually read and evaluate our work we spent so much time on. It was hardly graded
get rid of livetext, it was a waste of time and money
organization and consistency is needed. equality in grading is needed as well
All teachers should have the same format to follow when teaching how to write APSU lesson plans. Every teacher I had, for 2 years
running, wanted it differently. Jump through hoops is what we did.
Get candidates out in school systems more
provide courses that go into rigor and relevance
more hands on in the schools instead of claswork. We learn more through classroom interactions
have one standard way of writing objectives and lesson plans
consistency in diretions for projects, livetext, protfolio submission
treat students equally, professors need to work together and be consistent
be consistent and together with professors in program
i would suggest more organization. I felt rushed or thrown together throughout my time in the education program. We did not feel put
together.
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more content information. At times I was concerned about some of the content material while teaching. It was a review of materials I
just couldn't always remember.
more case studies
trim out some of the unnecessary classes
better communication between professors.
more organized
the program is great, but I feel that sometimes the expectations were not the same for each student.
more assessment courses for 4-6 grades

N/A
4-8:
BIOLOGY:

grad classes should prepare us for what we need to know when we are hired, less history of ed, more current philosophies and
techniques.
ENGLISH:

Communicate your plight in the clinical teaching office so early on we understand. How much work it takes to get a placement.

Train the mentor teachers with at min. 2 day seminar explaining their responsibilities as a mentor teacher and what they must do to prepare the
student teacher. Also, evaluate the mentor teacher to make sure they themselves are going to provide a good learning environment for the student
teacher. (Not a vice to get out of the classroom and have someone else teach for them.)

the program needs to seriously include Marzano and Rigor and Relavance. I had several questions in my interview about both of these
and I know very little about either. Thank goodness I know something though.
HHP:


live text help
no Livetext

Livetext stinks.
HISTORY:
 N/A
LATIN:

streamline. Why learn the same concepts in several classes? Teach it to me once thoroughly and then assume I know it in later classes
MATH:

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more classroom management
need professors that can relate material to upper level mathematics. I got tired of hearing, "I am not sure how to apply this to your
area."
Dr. Vogel
most of the education classes do not know how to apply their material to math students. This is very hard for me to understand how to
do things. I basically had to teach myself.
You need professors that are comfortable teaching 7-12 majors in the education program. We had to rely on our math content professors to guide us
through the process. Dr. Bruster is fantastic. She always tries to the best of her ability to help everyone. I enjoyed her 3070 class. Also Dr. Vogel is
fantastic. She taught me nearly everything that I needed to be an effective teacher.
SPANISH:
 N/A
SPED:

I would suggest introducing how schools like their lesson plans to lok.
How could the program be approved?
K-6:
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4-8:
every teacher needs to use the SAME lesson plan format
have more classroom management. Teach marzono practices and rigor and relevance.
better communication
organization
i thought it was great
more content knowledge classes, teach differentiation, rigor and relevance, marzano
Consistency and Communication throughout the entire school.
have more opportunities to be out in the school system
I suggest more arithmetic teaching opportunities, to practice before we begin student teaching
provide course that discuss are required of a teacher besides just teachers
I believe that we need more field experience and an additional class on just classroom discipline.
more time in the classroom
please decide all student teaching projects in advance, compile directions in one booklet, and do not change anything once you start
make course expectations consistent
more streamlined
more classroom management preparation, add the rigor and relevance to your cirriculum
content knowledge from specific courses
more discussions on case studies in the classroom
more children based math classes
there needs to be better communication between students and teachers.
better communication of expectations more assessment courses
Program be more consistent, equal, and ensure information is across the board the same for everyone.
more time on classroom management before entering the classroom full time
more assessment courses for 4-6 grades

do you mean improved?
BIOLOGY:

include rigor/relevance, marzano's, 6+1 for grads
ENGLISH:
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

My biggest problem was availability of classes.
have advisors that know exactly what courses will help a student get an english degree and education minor. What will substitute or
what counts for the credits.
The english program is great. The education program needs Rigor and Relevance.
HHP:
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

do away with livetext
assessment class
P.E. teachers do not know about livetext
HISTORY:
 N/A
LATIN:

encourage language majors to take a teaching foreign language. Much of the general ed classes seem irrelevant
MATH:

more math methods courses
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prev. page
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see previous
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Focus on rigor and relevance, more classroom management strategies, not history, make
more relevant for secondary students

Make courses more relevant for secondary students. All of my classes focused mainly on
elementary.

More courses in classroom management
SPANISH:

facilitate communication between graduate university advisors and students
SPED:

i would suggest more opportunities to interact with students
What courses were the most effective in preparing you to be a teacher?
K-6:
 Educ-4080
 Reading (all of them).

reading difficulties, classroom management

rdg 4050, 4060, educ 3040, 4270, all math (witherspoon) & block classes


classroom management, 3040 - technology class
student teaching
 4080-classroom management and psych class

student teaching

classroom management, lesson planning/instruction
strategies

Classroom mgmt to Dr. Jerles

rdg 4030 - Dr. Well's reading class (Block II)
Dr. Barrett's social studies class (Block II)

Reading - Wells & Bruster

classroom mgmt. we need more classes like this. Less emphasis on theory and more on
applying mgmt. techniques.

both reading courses dr bruster

Reading, Classroom Technology, Math, Models of Teaching

block 2

rdg 4030

reading block 1 and 2, language arts

3040 and 3070, reading courses

educ 4080, 3040, reading blocks 1 & 2, math block 1
4-8:

rdg4060 (dr. bruster)
educ 3040 (dr. wall)

3070, dr well's class second block, whiterspoons class 1st block, dr bruster's class block 1,
4030, 3040, 4050

reading class from block II

3070 and 4080
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Math 4200 - Dr. Vogel, All Dr. Wilson

3040, 4010, 4020
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Dr. Bruster, Dr. Wells, and Dr. Mac's class
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Dr. Bruster and Dr. Well's reading courses
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All reading in Block 1 and 2, children's literature - Dr. Dietrich

4080, 4270, 3070, EDG Block 1 and 2
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
reading courses
Dr. Well's and Dr. Bruster's block 1 & 2. Dr. Bruster's class that no longer exists (4060). Jereles
classroom management, special education. Dr. Deitrich's childrens literature class was the
best class I ever took. I learned so much and enjoyed every minute of her classes.

Dr. Well's courses, 4080 -Jerles
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3070, Reading 4030, Math 1400

4080
BIOLOGY:

classroom management, classroom assessment
ENGLISH:

Technology Educ 5540, eng 3040 (took outside the program), assessment
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diverse learners, sped, classroom management
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all my english courses were excellent with knowledgable faculty. Education courses were a waste of time.

English 4400 and English 3420
HHP:

Methods and Materials, Rhythm and Dance

methods and materials

student teaching, methods and materials

EDUC 4080

methods and materials, student teaching/4080

education 4080, classroom management

student teaching
HISTORY:
 N/A
LATIN:

educ...psych, models
MATH:

math 4200, diversity, instructional strategies

math 4200, 4400, math reasoning, discrete math
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Math 4200, EDUC 3070, math reasoning, discrete math

Math 4200 - Dr. Vogel, Discrete Mathematics, Educ 3070 - Mrs. Foote

Math 4200, Discrete Mathematics, Educ 3040, Intro to Math Reasoning

MAED 4400, EDUC 4270
SPANISH:

5080, 5501, 5500 sped
SPED:
 N/A
What courses were the least effective in preparing you to be a teacher?
K-6:

2100 - Didn't feel it prepared me for anything. Not an intro for Ed.

2100 teach wasn't interested in teaching the students, ss class in block 2. Spent too much time
talking about the election (although it was a current even and very important there were a lot
of activities and information that would also have been useful

3070, sped 3000, 4270

all of block 1
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APSU 1000
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apsu 1000
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assessment and evaluation, social studies block II
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Classroom management - not enough practical solutions, too much theory
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Diversity
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diversity, second block k-6 science, second block, social studies
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Diversity, science class block 2, social studies block 2, evaluation and assessment
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early children literacy, evaluation and assessment (not an effective instructor)

early literacy

educ 3030
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Educ 4080, RDG 4050, EC 3110
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Math 4100, Educ 4080 - content was helpful but difficult to apply in another teacher's
classroom
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Math 4100, Educ 4080 - Just b/c I felt that I would have been better prepared if I had been
able to sue some of content that was taught. We should have been able to have more
classroom management experience.

principles of education
4-8:

Rdg 4050, Educ 4080, Science and SS during Block II

science and social studies in block II
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Science block 2, SS block 2, both sped classes
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Science Block II, Math 4100
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science block II, social studies block II

science, social studies, assessment & evaluation

teaching s studies, k-6, i learned very little about ss content.

teaching science

technology 3040
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too much focus on reading classes, they began repeating

SPED 4340

sped 3000
BIOLOGY:

reading in content area, intro to teaching, research in ed.
ENGLISH:

SPED 5500 (not enough to truly make a difference)

cant remember the name: instructional strategies we just went over Formulas for grading, how to place your desks in your
classroom. Not what really happens in a classroom. Like scenarios about behavior, or mock teaching experiences that would be
helpful.

All education courses. They were just common sense, and I didn't learn anything that I didn't already know. Not challenging
enough....no rigor or relevance.
HHP:

Measurement and Evaluation

psych

psychology, dance

n/a

psychology, substance use and abuse

rhythm and dance, motor learning

technology applications
HISTORY:
 N/A
LATIN:

MATH:
foundations, content area reading

sped 2100

models

Math 4400, SPED 3000

Educ 2100, Educ 4080, Math 4400 (because of instructor), Evaluation and Assessment

EDUC 2100, 4080, Eval and Assessment, SPED 3000

EDUC 2100, 4160
SPANISH:

research
SPED:

block I