Exit Survey from Clinical Teaching
Disaggregated by Area
Spring 2012
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
2 =Somewhat Prepared
1 = Not Prepared
Avg
# 82
K–6
# 27
4–8
#4
Biology
#2
Eng
#6
HHP
#7
Hist
# 13
Math
#5
Music
#3
SPED
#8
Other
#7
1. Establish appropriate instructional goals and
objectives.
3.46
3.58
4
4
3.17
2.86
3.31
3.60
3.33
3.50
3.57
2. Develop learning goals and objectives that
address student needs at the appropriate
instructional level that also address thinking
processes.
3.38
3.44
3.75
3.5
3.17
3.14
3.33
3.20
3.67
3.50
3.29
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.
3.33
3.54
4
3
3.33
3
3
3
3.67
3.38
3.29
4. Design instruction that appropriately matches
the goals and objectives, learning strategies,
assessments and student needs.
3.40
3.52
4
3.5
3.83
3
3.08
3.40
3.67
3.25
3.29
5. Design instruction that encourages thinking,
problem solving, and decision making.
3.28
3.31
4
3
3.33
2.86
3.15
2.80
3.33
3.50
3.50
6. Demonstrate a thorough understanding of the
content you teach.
3.46
3.48
4
3.5
3.50
3.17
3.33
3.60
3.33
3.38
3.57
7. Use multiple representations and explanations
of disciplinary concepts that capture key ideas
and link them to students' prior understandings.
3.40
3.37
4
3
3.67
3.29
3.08
3
3.67
3.88
3.33
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.
3.39
3.44
4
2.5
3.83
3
3.08
3
3.33
3.63
3.71
9. Link learning with students’ prior knowledge,
experiences, and cultural backgrounds.
3.27
3.22
4
2.5
3.50
3.43
3
3.00
3.33
3.63
3.14
3.32
3.26
4
3
3.50
3.29
3
3.40
3
3.38
3.83
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.
3.24
3.22
4
4
3.50
3.14
2.85
3
2.67
3.25
3.71
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.
3.20
3.19
4
3
3.50
3.29
2.92
2.80
2.33
3.50
3.29
10. Organize, prepare students for, and monitor
independent and group work that allows for the
full and varied participation of all individuals.
13. Collaborate with colleagues and administrators.
3.52
3.48
3.75
3.5
4
3.29
3.38
3.40
3.33
3.63
3.71
14. Reflect on teaching practice by continually
evaluating the effects of instruction.
3.43
3.26
3.75
3.5
3.67
3.29
3.08
3.80
4
3.75
3.57
15. Use classroom management techniques that
foster student self-control and self discipline.
3.30
3.33
4
2.5
3.50
3.29
3
2.80
3
3.75
3.33
16. Use classroom management techniques to
promote student learning.
3.33
3.33
4
3
3.33
3.14
3.08
2.80
3
3.75
3.80
3.33
3.22
4
4
3.67
3.43
2.77
3.20
3
3.63
3.71
18. Create a professional development plan to
improve performance and to expand teaching
repertoire to facilitate student achievement of
the learning goal(s).
3.27
3.15
4
3
3.67
3.33
2.92
2.80
3
3.63
3.71
19. Maintain accurate and up-to-date records while
completing assigned tasks on schedule and
maintaining satisfactory records of punctuality
and attendance.
3.24
3.04
4
3
3.50
3.43
2.85
3.00
3.33
3.63
3.71
20. Use technology to enhance student learning.
3.48
3.59
4
3.5
3.83
2.86
3.62
3.20
3.00
3.50
3.17
21. Follow applicable school policies and
procedures.
3.63
3.48
4
4
3.83
3.57
3.54
3.60
3.67
3.75
3.86
22. Organize systematically and maintain useful
records of student work and performance.
3.43
3.15
4
4
4
3.50
3.46
3.20
3.33
3.38
3.67
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.
3.44
3.41
4
3
3.50
3.29
3.46
2.80
3.67
3.63
3.57
17. Create lesson plans that address the needs of
students with diverse cultural and language
backgrounds and different learning needs.
24. Design communication appropriate to the
audience while using correct grammar and
organizing information logically.
3.54
3.37
4
3.5
3.83
3.57
3.38
3.20
4
3.75
3.83
25. Communicate student status and progress to
students, their parents, and appropriate others.
3.40
3.30
4
3.5
4
3.67
3.08
3
3.67
3.38
3.43
What suggestions do you have that would improve the teacher education program?
K-6:
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4-8:
I think it is a great program, but could improve towards the end about licensure. I had no clue I needed to send a
transcript from a college class I took in high school. I wish they would have told me ahead of time.
The professors need to be up-to-date with strategies being used in school such as Marazano and Kagon. Need to
be up-to-date on what is going on in schools such as classroom management, strategies, and administration.
More classroom management classes, Keep students informed, more up to date on school reality.
There should be more classes that show us how to effectively write lesson plans with assessments for diversity.
How to write lesson plans which are not APSU format.
Teacher Candidate should be in the classroom more often.
Better organization; Prompt with responses; Less busy work, more meaningful assignments directed towards the
degree.
Emphasize daily targets. More experience.
Have everything organized beforehand.
Get organized.
Get organized to prepare us better.
TPA was too much like student teaching. Think about what students are going through before planning things like
seminars and banquets during student teaching,
Get organized
None
Biology:
 Spend more time on examples of how to vary lesson plans by demonstrating them in class.
 One whole class on assessment was not necessary unless it consisted more of assessment construction and not
talking about the different types of assessments the whole time
 Communicate details better to students.
English:
 Placing teacher candidates in appropriate placements. My licensure will be in 7-12 and it still baffles me that I was
placed in 6th grade. I felt completely out of place and it was a little absurd to have been placed in a 6th grade RLA
classroom.
 Program seemed repetitive, but was great overall.
 That professors aren't repetitive. That each class we are learning something different.
HHP:
 More time in the classroom
 Require students who are Education minors to see an education advisor just as they see their major advisor.
History:
 More on designing differentiated lesson plans.
 I would love to see more practice and less theory especially in regards to classroom management. I also wish
there was more emphasis placed on rigor and relevance.
 Make sure professors are up to date with what is going on in the school systems.
 More real world application
 Need more work on real life teaching before we get to student teaching. One placement would be better than two.
 Maybe focus more on what lies after graduation interviews, resumes, etc.
Math:
 More experience, less theory.
Music:
 It would be very helpful to have ED classes that cater to people in "Related Arts" programs!
 Better communication with the music department-although it has improved this year.
SPED:
 It would be beneficial to have a more specific program for special education student teaching.
 Closer evaluations of potential mentor teachers. My first placement teacher was not an appropriate placement.
 More time in the schools.
Other:
 There was no real discussion about how the first day of school would be or what to do about how to prepare your
classroom.
 More TPA training
How could the program be improved?
K-6:
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More specific content area
Evaluate professors to ensure they are adequate enough to teach us.
The students should know more about what is happening in the program.
More instruction on meeting a "Target"
I feel the professor evaluations are not taken seriously.
Become more organized and have everybody on the same page. Take evaluations seriously.
Need more classroom management courses. More field experience and professors who are up-to-date with
strategies currently in schools.
More email updates
There should be something that teaches different ways to teach to diversity.
Providing more email updates for teacher candidates.
Better organization; Prompt with responses; less busy work, more meaningful assignments directed towards the
degree.
We need a closer alignment with what Montgomery County is focusing, i.e. Targets -not objectives.
The school system has changed from objectives to targets based on the standards.
Include/Update instructional strategies for the classroom as parallel with CMCSS and surrounding school system.
More practical application of content knowledge. Teaching whole group in schools before residency.
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4-8:
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Organization
The program is very unorganized and confusing.
More organization
Reading (Lit 1-3 & 4-6) could be compressed into one class because they teach the same material. Leaves room for
more beneficial class.
More time
Offer the courses more often and try to encourage more students to join the 4-8 major
More attention to 4-8 and more classes geared towards 4-8.
Have more classes, techniques, methods more geared toward 4-8 majors. Instead of having all 4-8 in K-6 classes
having to figure out themselves how to apply everything to middle school.
Biology:
 Better methods BIO course
 Do not require and/or change the formats of the classes in Foundations in EDU and Assessment class. Otherwise,
good quick program.
English:
 There could have been more discussion over specific novels.
 There could have been more reading classes offered.
 Make TPA clearer to understand
 Require 2 levels of SPED classes
HHP:
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Physical Education specific courses; Classroom management classes
More realistic scenarios in the classroom (more teaching)
Better preparation for the new Praxis 2 tests
More information about LiveText. Very difficult to keep up with Milestones.
Better teacher communication online
History:
 More time spent on literature in history. A lot of emphasis is placed on this especially in the middle schools.
 Teachers need to keep up to date on the new policies and paperwork required by the school system.
 The History Dept. is great
 More time in the classroom before student teaching.
 I think it would be helpful to give more examples of how to differentiate instruction to meet the learning needs of
all students.
 I think more emphasis needs to be put on classroom management and how to deal with real life situations.
 More relevant work.
 More real world application
 More practicum
 Help with actual teaching instead of theory
 The History Dept. is great
Math:
 I enjoyed my program
 Geometry class that better prepares the candidate for high school curriculum.
 Need more teaching mathematics for secondary math.
Music:
 Better elementary music education classes were added after I took them.
 Better communication between music department and education department.
 Better communication of expectations between the College of Education and my content area.
SPED:
 When it came time to sign up for student teaching the SPED were left out because they were not in the classroom
management class. It would be appreciated if clinical teaching office can send a rep to the SPED class so that we
can get our information also.
 Have a better focus on SPED majors. It appears that College of Education is more geared to general education
majors.
 Classes more revolved around SPED. Exposure to IEP
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More classes about content knowledge could be offered. A class about required CMCSS paperwork (IEP, ILI) could
be offered.
Block and Milestone IV could be more structured for special education.
More behavior management classes and content classes for SPED. Perhaps specific classes for life skills,
resources, etc..; More ABA
More focus on SPED related issues in classes everyone is required to take. Skimmed over in some classes.
Other:
 Teaching English in Secondary school needs to have its own class for Grad students.
 Theater practicum.
 The program was very beneficial.
 More TPA training
 More EDU classes in content area
What courses were the most effective in preparing you to be a teacher?
K-6:
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Classroom Management, All reading classes, placements, technology class.
Classroom Management, Instructional Strategies
Reading courses.
Classroom Management
Classroom Management, Instructional Strategies
Classroom Management, Reading, Diversity
Math 1420, Technology
EDUC3070, Classroom Management, 3070 Assessment
EDUC3070, Classroom Management, 3070 Assessment & Evaluation, Literacy, Science K-6, Social Studies K-6
EDUC4080, Assessment and Evaluation, EDUC3040
Classroom Management, Reading, Social Studies, Assessment and Evaluation
Classroom Management, Reading
4080
4270, 4080, 3090
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4-8:
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Children's Lit is great in teaching us about quality children's literature.
3070, 3040, Classroom Management
4080
Methods; Student teaching
Residency I; Block I
Assessment; Diversity; Reading K-3
Classroom Management; Reading K-3; Assessment
Assessment; Management; Technology (wish it was broken into 2 classes so I could learn rather than fly though it)
Assessment
Middle school strategies, Classroom Management, Instructional Technology, Math 4150 & 4200
Classroom Management, Technology, Middle School methods.
Middle School, Classroom Management
Biology:
 Classroom Management
 Technology, Classroom Management
English:
 Assessment and Instructional Strategies, Teaching English in Secondary schools.
 Teaching English in Secondary Schools, Instructional Technologies, Instructional Strategies, 18th Century Lit
 END4400
 ENG3420; ENG4400
 4400; 3020
 Adolescent Literature; Classroom Management; Assessment
HHP:
 SPED, All HHP classes
 Classroom Management
 Diversity; SPED
History:
 4150
 Teaching social studies to high school and assessments.
 Assessment, History courses
 HIST4410; HIST4950
 Teaching history in middle school.
 Instructional Technology; Teaching high school history, Student Teaching
 Teaching history to middle school
 Classroom Management; Teaching History
 Assessment; Student Teaching; Teaching content in middle school; Teaching content in High school
 Assessment
 Student teaching (real life training)
 HIST4950, HIST 4410
Math:
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Assessment
Math4200; Math4400
Instructional Strategies; Assessment
Math4400; Math4200
Math4400; Math4200
Music:
 Diversity, Classroom Management
 EDU course where we learned lesson plans; Elementary and Secondary education class, Music classes
 Instructional Strategies; Main content area classes
SPED:
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Mild & moderate; Severe & profound; EDUC3070
AT, Severe & Profound
Classroom Management; All Sped classes
All of the SPED classes
Classroom management; Child psychology
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SPED: Mild to Moderate, Severe & Profound, Models of teaching, Teaching Math
Other:
 Foundations, Models of Teaching, Diversity
 Teaching diverse students; SPED; Teaching Strategies
 Theater related classes
 All were beneficial in their own. I was able to gain knowledge from all classes.
 Reading, SPED
 Content courses
What courses were the least effective in preparing you to be a teacher?
K-6:
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SPED
Instructional strategies; it was too lesson and unit plan centered. We did not get many actual instructional
strategies.
Math 4150, SPED
Instructional Strategies
SPED, Math 4150
Math 4150, SPED
SPED
Math 4150, EDUC3040
Math4150
Math4150
Math4150
SPED, Block 1
The SPED course in Block I in not helpful at all.
3070
SPED; Physics
Children's Lit; Physics 1020
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4-8:
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Linguistics; Children's Lit
Teaching Lit 4-6; Young adult Lit
Diversity; SPED
Read4030
READ4030 because it was the exact same as READ4020
Biology:
 Introductory Education; Diversity
 Foundations in Education; Assessment Class
English:
 Classroom Management
 Classroom Management, Online reading class.
 Classroom Management
 EDU2100
HHP:
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4160
Classroom management
Diversity
They all helped in some way.
History:
 Classroom Management
 Classroom Management
 Educational Technology
 Assessment
 Classroom Management
 Technology; Diversity
 ED technology; classroom management
 Classroom Management; Strategies
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Math:
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Educational phycology
EDU2100
Education courses not geared specifically for 7-12 majors.
Diversity
Classroom Management
College geometry
Classroom Management; SPED
Music:
 Instructional strategies.
 SPED could be more informative and relevant.
 Foundations of Education; Instructional Technology
SPED:
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All math classes!
Math4100
The transition and Gifted classes.
Foundations of Education, Teaching science/Social studies.
Other:
 Classroom Organization/Management, some technology courses
 American Theater
 Diversity