Exit Survey from Clinical Teaching
Disaggregated by Area
Spring 2010
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
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.
# 85
K-6
# 47
4-8
#3
Bio
#2
SPED
#5
Art
#2
Eng
#9
HHP
#3
Hist.
#8
Math
#2
Music
#3
MAT
#1
3.635
3.554
3.68
3.67
4.00
4.00
4.00
3.50
3.80
3.40
3.50
3.50
3.56
3.56
3.67
3.50
3.00
3.13
4.00
3.00
3.67
3.00
4.00
4.00
3.289
3.38
4.00
2.50
3.20
3.00
3.11
3.33
2.88
3.50
3.00
4.00
3.459
3.62
4.00
2.50
3.60
3.00
3.44
3.33
2.88
3.00
3.00
4.00
3.378
3.50
4.00
3.00
3.40
3.00
3.50
3.33
2.75
3.00
2.67
4.00
3.341
3.40
3.67
3.50
3.80
4.00
3.33
3.33
2.50
3.00
3.00
4.00
3.388
3.51
4.00
2.50
3.40
3.00
3.44
3.67
2.63
3.50
3.00
4.00
3.400
3.49
4.00
3.00
3.60
3.50
3.44
3.67
2.63
3.00
3.00
4.00
3.329
3.49
3.67
3.00
3.60
4.00
3.00
3.33
2.50
4.00
2.67
3.00
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 (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
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
3.381
3.51
3.67
2.50
3.60
3.50
3.38
3.67
2.50
3.50
3.00
4.00
3.282
3.40
3.33
3.00
3.40
3.00
3.44
3.33
2.25
4.00
3.00
4.00
3.271
3.45
3.33
3.00
3.40
3.00
3.11
3.00
2.50
4.00
2.67
4.00
3.447
3.553
3.57
3.74
3.00
3.33
3.50
3.50
3.60
3.40
3.00
3.00
3.11
3.44
3.67
3.67
2.88
2.50
4.00
4.00
3.67
4.00
4.00
4.00
3.412
3.70
3.33
2.50
3.60
3.00
3.11
3.33
2.50
3.00
3.00
4.00
3.447
3.72
3.33
3.00
3.60
3.50
3.00
3.67
2.63
3.50
2.33
4.00
3.247
3.28
4.00
2.00
3.60
3.00
3.44
3.67
2.63
4.00
2.33
4.00
3.337
3.49
3.00
2.00
3.60
3.00
2.78
3.67
2.88
4.00
3.33
4.00
3.345
3.47
3.67
2.50
3.40
3.00
2.88
3.33
3.13
4.00
3.00
4.00
3.518
3.619
3.68
3.67
3.67
4.00
3.50
4.00
3.80
4.00
3.50
3.50
3.56
3.78
3.00
3.33
2.63
2.88
4.00
3.50
2.67
3.33
4.00
4.00
3.247
3.34
3.67
3.00
3.40
3.00
3.00
3.67
2.50
4.00
3.00
4.00
3.541
3.55
4.00
3.50
3.60
3.50
3.56
3.33
3.25
3.50
3.67
4.00
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
3.576
3.62
3.33
4.00
3.80
3.50
3.67
3.67
3.00
4.00
3.33
4.00
3.424
3.51
3.67
3.50
3.40
3.00
3.22
3.33
3.00
4.00
3.33
4.00
What suggestions do you have that would improve the teacher education program?
4-8:

Allow for students to express concerns before the teacher evaluations.

A lesson on building an interview portfolio.
K-6:

A class on differentiation. We learn how to help students with special needs; however I feel the need to learn more about different
abilities. Learn about more instructional strategies.

Block II experience should be more relative to actual teaching experience

Collaboration among the teaching faculty and clear expectations for portfolio

Communications between professors and departments

Coursework focused on rigor and relevance

Don’t mix block 1 or 2 students with student teachers

Find another program other than Livetext

Have all professors on the same page, require the same lesson plans. Do not put block 1 students in student teaching placement. Do not put
2 student teachers in 1 class in 1 year.

Having a course on differentiated instruction would be helpful and a sped course that was more in-depth

I believe that the communication between professors and other departments could be better.

I do not feel prepared to teach sped students. Are still there should be further requirements for K-6. the courses I had were not quality
courses as class times were cancelled or spent doing student presentations

I would like to see more sped instruction. I did not feel adequately prepared until student teaching.

In student teaching the mentor teacher should be evaluated because my teacher was not being very effective teacher in my opinion. Many
of her students are failing and their behavior is not well managed. I felt very unwelcome from the beginning of this placement. I believe
that because of t-cap in upper elementary the higher grade should be the first placement in the spring.
ENGLISH:

Provide more honest feedback to students.

Separate the elementary and secondary students.

Monitoring of mentor teachers
HISTORY:

I think it is pretty good

Instructions had to be clearer as far as portfolio goes.

More experience in the classroom before student teaching

More practical experience
MAT:

Mentor teachers more prepared
SPED:

A class on developing IEP's. Use the easy IEP program that TN uses.

I have had a wonderful experience at APSU.

Overall, I think Austin Peay does a great Job. I am pleased with my degree.

There should be more communication and more hands on with sped
ART:

Finding ways to combine things like management and specific educ classes
MATH:

Secondary students should be paired with an education advisor right away.
BIOLOGY:

Job fair needs to have principals attend.

Very disappointed by the "hype" of the job fair. Was hoping for representation from individual schools.
How could the program be approved?
4-8:

Have one of the placements in an elementary setting

This program is small and needs some love. It felt like we were overlooked.
K-6:

Allow students to take all PRAXIS tests after methods courses have been taken

Block II more organized. Felt that this semester other than 4080, gave me little benefit for the real classroom.

I believe that Block I and II could have been more organized. Teachers need to teach candidates instead of so many presentations from
students.

I believe that block two program needs to be more organized. I also feel like I could have had more knowledge of special education. I feel
I'm unprepared in this area. I also think that when students teaching in spring the upper elementary grade should be the first placement. I
think the mentor teachers should be evaluated because I felt very unwelcome.

I was not prepared enough for planning. The basal is used heavily here and I did not know how to use it thoroughly.

I would have benefitted more if I would have had more experience in the classroom

I would have like to be able to work with power school, before I started to student teach.

I would have like to spend more time in my first placement.

Include math into the education department so all course work together for placements

make sure all professors are on the same page

More classroom time. Allow students to teach a full day before S.T.

More experience teaching lessons in the schools before student teaching.

More exposure to the classroom dealing with parents and administrators.

more hands on activities

more instruction on strategies being used in schools

More on hands on activities. Moe talk on classroom mgmt

more organization in Block II

More practical engagement

more practice before hand

more sped courses

More teaching during observations (field placements) and less observing

More time in the classroom to practice teaching and management skills.

more time teaching in classroom

My student teaching experience was wonderful and I would not change anything.

none

on the same page

Planning. Look at scope and sequence pick a week plan lessons for the entire week.

provide differentiated instruction as a class

SPED instruction

Sped instruction/inclusion

The course objective be more clear and organized

The mentor teachers should be thoroughly evaluated and assessed by Austin Peay

the teachers need to collaborate better

We need a whole class on differentiated instruction and learn more teaching strategies.

We need better understanding of differential instruction for all students, but specifically sped.

We should have more methods courses before taking praxis.
ART:

Portfolio is focused on K-6 instead of other areas.
ENGLISH:

I think the English education program should have a course dedicated to teaching and assessing writing.

I wish lit professors had better communication with education.

More classes on how to evaluate essays.

More courses related to assessing and teaching writing.

More English classes for teacher majors. Different material than regular English majors would be beneficial.

Not sure

Separate English classes that teach more educational strategies to teach and assess writing. More focus on teaching lit. For focus on
education and books that are taught frequently in school.

There could be more grammar classes
HHP:

More going into the schools and teaching, and less observing.

More hands on teaching

More health presentations
HISTORY:

Better instruction in middle school

Focus more on actual classroom procedures.

I think it is pretty good

Split 4400 up
MAT:

More observation/practical experience
MUSIC:

More emphasis on assessment appropriate to music
SPED:

Bigger variety of teachers

Having sped specific alignment with milestones.

More hands on experience

More real-life scenarios and more SPED pre-clinical teaching placements.

SPED needs their own block
What courses were the most effective in preparing you to be a teacher?
4-8:

Assessments, diversity, math courses

Classroom management, technology, reading, SPED

Middle School Strategies
K-6:

4080, 4270

4080, 4270, RDG 4050, 4010, 4020, 3040.

4080, 4270, RDG 4050, 4010, 4020, 3040.

All of block I

Anything taught by Jerles

Assessment, Block 1

Block 1, block 2

Classroom management

Classroom Management

classroom management

Classroom Management

Classroom Management

Classroom Management

classroom management

Classroom Management

classroom management

classroom management and block II

Classroom management and reading

Classroom management, math classes,

Classroom Management, reading and math classes

Classroom Management, reading and math classes

Classroom MGMT

Classroom MGMT

classroom mgmt and diversity

classroom mgmt, evaluation and assessment, reading 4050

Classroom MGMT, Instructional Tech., 4010, 4020

Classroom MGMT, Math Block I

Classroom MGMT, Rdg 5362, 5363

classroom mgmt., reading classes

EDUC 3090, 4080

EDUC 3090, 4080

EDUC 3090, 4080, Reading Classes

Educ 4080, 3070, 4270

Educ 4080, RDG 4010 - 4020, Assessment

Educ 4080, RDG 4010 - 4020, MATH 4100

EDUC 4080, Rdg 4020, 4050

educ 4270, educ 4080, educ 3040, rdg 4010, 4020, 4050,

Education 4080

Management, strategies, assessments

MGMT 5080, Technology

rdg 5362

Sped 4340, Educ 3070

strategies, classroom mgmt.

Technology Course
ART:

Methods

strategies, classroom mgmt.
ENGLISH:

Assessment. Classroom management. Very practical in real life.

EDUC 3070, EDUC 4080

Educ 4080, Instr. Strategies

Instructional Strategies, Assessment, Adolescent literature

Instructional Strategies, Assessment, Adolescent literature

literature courses

My assessment, instructional strategies and classroom management

Student Teaching
HHP:

Educ 4080, HHP 4400


HISTORY:

Hist 4400

Hist 4400

Hist 4400 and classroom management

Technology Course
MAT:

SPED, Inst. Tech., classroom management
MATH:


Education courses, classroom management
MUSIC:

4080

EDUC 4080

Instructional Strategies, Music Methods
SPED:

assessments

Mild to Moderate, Severe to profound, classroom management

Parent communication

Sever and profound

SPED 5740, 5750
BIOLOGY:

BIOL4400

observations in classes
What courses were the least effective in preparing you to be a teacher?
SPED:

applied behavior analysis

assistive technology

Block 1

Block II

Reading Across the curriculum
4-8:

Sped 4340
BIOLOGY:

EDUC 2100

Reading
ART:

Educ 2100, SPED 3000 was a joke.
ENGLISH:

4080

Assessment and Evaluation

Diversity and SPED

ED 2100, RDG 4890, ENG 4400

Educ 2100

Educ 4080

SPED

technical writing
HHP:

Core classes

SPED

SPED 3000
HISTORY:

educ 2100

Reading Course

SPED 3000

Sped 3000, diversity
MATH:

CSCI, course
MUSIC:

Foundations of Music Education

Psychology, Foundation of Music Education

sped 3000
K6:

3090, sped classes

Block 2 courses did not leave me feeling prepared to teach in the upper grades, as far as different strategies to make the content interesting
for preteens.

Block II

educ 3090, sped classes

Educ 4080

Educ 4160, Educ 3090, Science and SS in block 2

Math 4150

Math 4150

Math 4150 - I did not learn anything in the class. The teacher was not helpful.

Math 4150 - I did not learn anything in the class. The teacher was not helpful.

rdg 4050

RDG 4050, Educ 4030, SS and Science, Sped 3000

Research

Research

Research course.

Science, SS

SPED

SPED 3000

sped 3000 and 4340

SPED 3000, 4340

Sped 3000, Sped 4340

SPED 4340

SPED 4340

sped 4340

Sped 4340 - The teacher was not there much and I drive two hours here and two back. If I drive that far, I expect to have class.

SPED 4340 and SPED 3000

sped 4340, educ 3090

SPED 4340, RDG 4030, SS and Science Block II

sped classes

sped classes

Sped classes - not in depth, EDUC 3090, Block 2 Reading

SPED classes were not in depth, educ 3090, block 2

SPED classes, EDUC 3090, Block 2 reading

SPED, Diversity

sped, diversity

SS and Sped 4340

ss, science, rdg 4030

SS, Sped 4340

SS/Science

SS/Science, SPED

Teaching social studies and science

they were all effective

We were not taught well enough how to teach.