Exit Survey from Clinical Teaching
Disaggregated by Area
Fall 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 College of Education
to evaluate and improve existing undergraduate and graduate programs.
4 =Very Prepared
3 Adequately Prepared
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 performance capabilities while
using strategies which help students assume responsibility
for identifying and using varied learning resources
9. Link learning with students’ prior knowledge, experiences,
2 =Somewhat Prepared
1 = Not Prepared
Avg.
# 60
K-6
# 32
4-8
#3
SPED
#4
Art
#1
Eng
#4
HHP
#4
Hist.
#3
MAT
#6
Music
#3
3.333
3.167
3.31
3.16
3.33
3.0
3.50
3.50
3
2
3.25
3
3.5
3.5
3.33
3.00
3.33
3.17
3.33
3.33
3.133
3.13
3.0
3.50
2
3
3.25
3.33
3.33
2.67
3.217
3.16
3.33
3.50
2
3.25
3.25
3.33
3.50
3.00
3.150
3.06
3.33
3.50
2
3.5
3.25
3.33
3.17
3.00
3.203
2.90
3.33
3.25
3
3.75
3.5
3.67
3.50
4.00
3.200
3.16
3.33
3.25
3
3.5
2.75
2.67
3.33
4.00
3.217
3.19
3.33
3.25
3
3.25
2.75
3.00
3.50
3.67
3.200
3.22
3.67
2.75
2
3.25
3
3.00
3.17
4.00
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 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
22. Organize systematically and maintains useful records of
student work and performance.
23. Demonstrate an understanding of effective verbal and nonverbal communication by choosing language and delivery
techniques appropriate to the parents, students, or other
3.217
3.09
3.67
3.50
3
3.25
3
3.33
3.50
3.33
3.083
3.09
3.33
3.50
3
3.25
2
3.00
3.17
3.33
2.950
2.94
3.33
3.25
3
3.25
2.25
3.33
2.67
3.00
3.283
3.350
3.25
3.28
3.33
2.67
3.25
3.25
3
4
3.25
3.5
3.25
3
3.67
4.00
3.17
3.67
3.67
3.67
3.150
3.16
2.67
3.75
2
3.25
3.25
2.67
3.00
3.67
3.167
3.19
3.00
3.50
2
3.25
3.25
2.67
3.00
3.67
3.117
3.09
3.33
3.25
1
3.25
2.5
3.33
3.33
3.67
3.150
3.06
3.33
3.50
2
3.25
2.75
4.00
3.00
3.67
3.150
3.13
3.33
3.50
3
3.25
2.5
3.33
3.17
3.33
3.283
3.517
3.13
3.47
3.67
3.67
3.75
3.50
2
2
3.5
3.75
2.75
3.5
4.00
4.00
3.67
3.33
3.33
4.00
3.250
3.19
3.33
3.50
2
3.75
2.75
3.67
3.17
3.67
3.283
3.19
3.33
3.75
3
3.5
3
3.00
3.67
3.33
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
3.300
3.22
3.67
3.50
3
3.5
2.75
4.00
3.33
3.33
3.333
3.25
3.33
3.50
3
3.5
3.25
3.67
3.50
3.33
What suggestions do you have that would improve the teacher education program?
4-8:

I felt like I needed more classes dealing with middle school aged students. I learned a great deal of info for elementary school
age students. My suggestion would be to add more middle school courses or incorporate middle school ideas into the courses
that are offered.

While live text is helpful in storing artifacts, I feel that what I have put in there this semester is not my best work.
At this point, I was more concerned about what I was taking to the class than what I put into livetext. Both are very time consuming and my p
K-6:

More classroom experience. I have learned more in the student teaching course than in the other education courses.
No more block courses. They were useless. I will never use some of the material covered. Wasted time that I could have
been in the classroom. Being a substitute teacher during courses would also be great on the job training. We do not know
the developmental level of the students. Should a first grader be able to write a page paper? No but not everyone knows that.

I think that the block classes should be taken away. Student teaching so should be all at one placement so one can see
how the students are developing. By the time I feel comfortable in the classroom, I have to leave.

Ultimately, the program seems to be a success. The only thing I would recommend would be that faculty has better communication
and bridging amongst themselves.

Better preparation for the Praxis exams.

All of the items ask deal with minimal tasks of a teacher day. Please prepare students for the REAL LIFE experience!
It includes working with REAL students, parents and staff. Model what you teach it is the way children and adults learn best.

Include an additional social studies class, have portfolios due once, mid semester. This will allow more time and effort in
our placement. Have a seminar focused on filling out applications/seminar.

Another classroom management class would be great. More time in the fluid teaching.

More time in the field doing everyday teaching rather than observing. Classroom management earlier in the program.
More information on differentiated leraning.

The teacher education program could be greatly increased by teaching teacher candidates more about the actual classroom
and school system (i.e., how to read, write, and prepare for IEP's and IEP meetings)

To have all the teachers teaching the same lesson plan and format. Lesson plans were confusing and different in each class
because each teacher told us to put something different under the topics.

Students need more practice in evaluating students reading level.

Having more teachers come and speak about experiences - anything that they have been through. Help with our applications/resumes.

I think that we become great planners and reflectors, but need more opportunities to teach the lessons we create.
ENGLISH:

Give the secondary focused students as much attention as you do the elementary. Every course I took was geared, it
seemed, to an elementary level child's experience, and did not benefit me.

Communication, it was difficult getting different information from difference source that didn't match up. I would be
told a due date or expectation of a particular assignment and the answers and dates would be different.

The EDUC 5000 course needs revamping. The final assessment does not align with course material covered in class or
online lectures, podcasts, or powerpoints. Further more, I was under the impression that a capstone masters level research assignment should c
HHP:
 I feel that the special area teaching guidelines differ from that of the education department. I feel livetext should be
reviewed from someone in that department.

Assesment: The only area I felt unprepared was in assessing the students, especially elementary school students in P.E.
The only thing we really learned how to do was informal assessment.

I think there needs to be more emphasis on classroom mgmt. skills and assessment tools.
HISTORY:

More experience in the classroom before student teaching. More practice in classroom management; knowing the strategies is
useless if you can't implement them.
MAT:
 More training of mentor teachers. Less emphasis on the portfolio.

more time devoted to the completion of milestone III

in my instruction class, 5501, I wished we had more specific examples of different activities you could use in your classroom.
I learned a lot, but I feel that overall, I'm lacking knowledge in that area the most.

Compared to other departments at APSU, many of the professors in the Education Department are unapproach, distant.
Honestly, my favorite teachers outside of D. Luck and B Peterson were the adjuncts. They were real, knowledgeable, and
helpful. I think the department ought to work on morals.

More time spent on classroom mgmt.
MUSIC:
 use seminar time more efficiently. Many students feel it is a waste of time.

More teaching time, more communication btw. departments (music/education), more observations by department faculty/mentors.

More concentration on teaching and lesson paper work.
SPED:
 I think sometimes SPED majors were pushed aside. I don't think this was on purpose, but where there are 5 SPED majors in
Block with 60 other Elementary/Middle Majors you tend to get overlooked. You are not placed in Sped classes.
How could the program be approved?
4-8:

Have more classes focused on middle school grade levels.

Needs to be more organized and have a specific program. I didn't feel we got the same attention to detail of our program.

middle school needs more classes that pertain to them.
K-6:

more classroom experience

Please take away the block classes. Our money is better spent having us gaining experience in the classroom.

I think our program needs to foster more higher thinking. So often I felt we were doing busy-work that lacked a real
world application. I think we need to be trained but not to forget we are getting a college education.

Stress that the Praxis exams be taken early!

Real world experience, a week shows you nothing compared to what you are going to see.

I believe that we need to spend more time in the classrooms. I learned a lot from both of my mentor teachers.

Make sure all professors are effective and examples of what we should be.

I believe that student teachers really need more time to be in the field because that is the time that you learn the most.

More instruction in assessing students reading and also more instruction on professional interactions with parents and administrators.

more time in field, more reality of teaching.

The experience has been wonderful! I feel prepared and confident for teaching, but I feel the portfolios are a waste
of my time and take away from the experience!

More time teaching in the field, classroom management earlier in the program.

Portfolios should be completed before student teaching because trying to complete them while student teaching took
away from my experience.

I see a lot of bias among students and professors. I believe that all areas of the education department need to be on board with each other.

I think the milestone should be a work in progress instead of a rush at the end.

by teaching more realistic things. All the theory in the world is not going to help you during a steam meeting at a school

more time out in schools

I have had a great experience w/ all of my teachers at APSU. However I feel the portfolio is useless and just busy work.

Expectation of students be more clear and precise.

More real world application. Creative, hands on is great but not realistic

Drop the 3090 class and add more reading assessment classes.

Drop the 3090 class and add more reading classes. I found the Math 4100 useful, but not Math 4150.

Management class should be completed earlier, or should be broken into 2 courses. It would have been nice to have more exposure.

Less LiveText - more time in schools

Student teaching first placement should start earlier than Aug. 31, to complete Phasing in appropriately

Milestone assessments should be graded by professors that are familiar with the studnet and their work.

More time in the classroom would be better experience for us as student teachers.

more classroom time to teach and improve upon each lesson
ART:
 More art specific assessment opportunities
ENGLISH:

Again, some sort of focus a secondary education would've made it incredibly more relevant.

Its difficult, because so many strategies and techniques seem to always be geared toward elementary level.

See notes on prior page

I think that there needs to be more English classes geared toward teaching students and classes that address more grammar and writing.
HHP:
 Have more health classes required for HHP majors

move emphasis on preparation towards praxis exams.

Assessing elementary school students

more emphasis on assessment tools for physical education. Also more health related courses geared toward teaching health.
More emphasis on Praxis.
HISTORY:

When I went through I took a bunch of classes with K-6 majors. Most of the teachers seemed to focus on this so it was tougher
to make lessons or do things in a class.

More diverse selection of history classes. Teachers need more information on ancient civilizations.

I think that your secondary education policies and procedures could improve. I felt like the focus was more on elementary
education during my time in the education dept.
MAT:

development of more classroom management technologies

More guidance with milestones. More real time interaction with online courses

more opportunity for clinical experiences

Have placements ready on day 1 of classes. Especially when classes only meet 8 times.
MUSIC:
 let music teachers teach music ed classes. Ed. classes do not focus on our area enough and we have such a different learning environment.

We need more actual music education courses, not just education classes that music majors go to.

Having more education classes within the music department.
SPED:

I love Dr. Gold - get her more help.

An IEP writing course would be great.

I think all students in the school of education should have more sped course work, I think all sped students should have
both block I and II. I think that math in block II should be dropped.
What courses were the most effective in preparing you to be a teacher?
4-8:

Classroom Management, Assessment, Reading Courses, Sped 4340

Math and classroom management

The only middle school class that was offered
K-6:

student teaching, 2 Reading courses

I really think that I received some materials from each class that maybe useful. I dont think anyone class was more
beneficial than the other.

RDG 4020 & 4010 (Bruster and Morgan)
Educ 4080 - Management

Technology class, I think it was 4080. Bruster's & Well's classes in block II

Classroom Management

Student teaching, most of Block I/Block II, Reading/LA, science, social studies, classroom management.

Classroom Management, Rdg and Language - Block I & II, Science and Social Studies Teaching K-6

RDG 4010 & 4020, MAT 4100, EDUC 4080

classroom management, science block II

Classroom Mgt., Ed. Technology, RDG 4010 and 4020, Ed. Psy.

Classroom management, reading with Dr. Bruster

The most effective classes I took were RDG 4020 and classroom management. These classes best prepared me for a real-world situation.

SPED 4340, classroom management

It wasn't the course, but a specific instructor that exceeded the classroom expectations and gave us tools that were actually.
Technology was helpful.

classroom management

classroom management, technology class, reading classes

block I and II

Classroom mgmt., diagnostic (4160)

4080, 4340

4080, SPED

Classroom Mgmt., All the reading and Math courses

classes that required observations

Reading classes in Block I.

Reading 4020, Classroom Management, Technology

classroom management

4080 Classroom Management, Reading 1st Block, Language 1st Block

Technology course, classroom management

Classroom Management, Assessment and Evaluation, SPED

Classroom Management, Reading and Language

classroom mgmt., teaching strategies, content courses block I and II
ART:
 5501
ENGLISH:
 Classroom Mgmt - because it was actually separated by elementary vs. secondary.

Classroom Management, Technology (except that it focused on elementary school techniques that may not work for secondary classes.

Milestone Courses, Assessment, and Technology

4400, 3040, Assessment
HHP:

EDUC-4080, HHP 4400

methods and materials/team sports.

Dual Sports, Method and Materials, Adapted P.E.

Dual Sports, Methods and Materials
HISTORY:
 4270 Eval and Assessment, Diversity

Hist 4400, Educ 4270

Diversity
MAT:
 How to develop a lesson plans, classroom management

technology, assessment, classroom management

instruction, curriculum course. Classroom management

Ed. 5501, Ed. 5080, Ed. 5540 (Technology)

Ed Psych, Methods, Management
MUSIC:

My music classes and EDUC 4080

Ed. 3070, Materials and Techniques

Individual instrumental classes, materials and techniques, marching band techniques, orchestration, Educ 4080, Educ 3070
SPED:
 Severe/Profound, mild/moderate class, Behavior Mgmt.

Severe/Profound classes
Ass. Tech
Vocational Class

classroom mgmt.
What courses were the least effective in preparing you to be a teacher?
K-6:

Educ 3090
Sped 3000
Sci 4020

Science block II
Social Studies block II

Science!!!

Educ. 3090, Reading 4-6 (learned all of that in block I)


3090!!! I did not learn any new information in this class! Although, I had a great teacher!

Block II reading

Education 3090

3090, social studies

Educ 3090

assessment class and the 800 reading classes we have to take.

chemistry and physics

educ 2100

I felt all courses play a big part in my education experience.

3090, 3100

3090

Educ 3090

All of the classes I have taken over the past seven years have prepared me in one way or another.

3090

Educ 2100

Principles of Learning -

some math and reading courses were repetitive.
4-8:

Math 4100, Math 4150

3090

Too many courses that revolved around K-3. They didn't help me with my area.
ENGLISH:

I believe that they were all effective on some level, so I can't say that any of them were the least effective.
They all served a purpose and helped me in some way or another.

Educ 5000

Educ 2100 - seemed designed to make me not want to teach. Instructional Strategies - nothing applicable to a
secondary experience. Assessment & Evaluation - again, teetering toward irrelevance.
Honestly, I learned more student teaching than I did in this entire program. Is it designed this way, or am I alone,
because if so, nevermind. You're lovely people, but I felt so ill prepared going into this semester.

Classroom Management, Intro to Education
HHP:

Educ 2100

measurement and evaluation

measurement or evaluation

HHP Measurement and Evaluation.
HISTORY:

4080, 3000 sped, 3070

Educ 4160, 2100, Sped 3000

4080
MAT:
 SPED

reading

Sped - It was taught like a law class. I don't need to know what the law is if I don't know what strategies to use with a student
with autism. I still don't feel entirely adequate to work with students with disabilities as this was never addressed in the
program.

Ed. 5500, Ed. 5520
MUSIC:
 Intro to Music Education, Ed. Psych 3130

Ed. Psych, Intro to Music Ed.
SPED:
 SPED Assessment

Block classes. I thought they were well taught but didn't apply to me.

Classroom Management

assessment and transition