Exit Survey from Clinical Teaching
Disaggregated by Area
Fall 2014
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
Avg
# 45
K–6
# 17
1. Establish appropriate instructional goals and
objectives.
3.4
3.6
2. Develop learning goals and objectives that
address student needs at the appropriate
instructional level that also address thinking
processes.
3.4
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.
4–8
#2
Art
#2
Bio
#2
HHP
#6
4.0
3.0
3.0
3.7
3.6
4.0
3.0
3.0
3.4
3.7
4.0
3.5
4. Design instruction that appropriately matches
the goals and objectives, learning strategies,
assessments and student needs.
3.4
3.6
4.0
5. Design instruction that encourages thinking,
problem solving, and decision making.
3.3
3.5
6. Demonstrate a thorough understanding of the
content you teach.
3.4
3.6
1 = Not Prepared
Hist
#3
Music
#2
SPED
#4
Other
#3
3.0
4.0
3.3
3.9
3.5
3.3
4.0
3.5
3.9
3.0
3.3
3.3
3.5
3.3
3.7
3.0
3.0
3.5
3.3
3.0
3.3
3.7
3.5
3.5
2.5
3.5
3.3
3.0
3.0
3.8
4.0
3.5
2.5
3.5
3.7
4.0
3.0
3.3
7. Use multiple representations and explanations
of disciplinary concepts that capture key ideas
and link them to students' prior understandings.
3.4
3.8
4.0
3.0
3.0
3.5
3.0
4.0
3.3
3.4
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.
3.4
3.8
4.0
3.0
3.0
3.5
3.0
3.0
3.3
3.4
9. Link learning with students’ prior knowledge,
experiences, and cultural backgrounds.
3.4
3.7
4.0
3.0
3.0
3.5
3.3
3.5
3.5
3.9
3.3
3.5
3.5
3.5
2.5
3.3
3.3
4.0
3.3
3.6
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.
3.2
3.5
3.5
3.5
3.0
3.5
2.7
3.5
2.8
3.6
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.
3.2
3.6
3.5
3.0
3.0
3.3
2.7
3.0
2.8
3.7
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.
3.4
3.6
4.0
3.5
3.0
3.5
3.7
1.5
3.0
3.4
14. Reflect on teaching practice by continually
evaluating the effects of instruction.
3.5
3.8
4.0
4.0
3.0
3.5
3.3
3.5
3.3
3.7
15. Use classroom management techniques that
foster student self-control and self-discipline.
3.3
3.5
4.0
3.0
2.5
3.7
2.7
3.5
3.0
3.7
16. Use classroom management techniques to
promote student learning.
3.4
3.5
4.0
4.0
3.0
3.7
3.3
3.5
3.0
3.5
3.4
3.6
4.0
3.5
3.0
3.5
3.0
3.5
3.5
3.4
18. Create a professional development plan to
improve performance and to expand teaching
repertoire to facilitate student achievement of
the learning goal(s).
3.2
3.4
4.0
4.0
3.0
3.3
2.7
2.5
3.0
3.3
19. Maintain accurate and up-to-date records while
completing assigned tasks on schedule and
maintaining satisfactory records of punctuality
and attendance.
3.4
3.6
3.5
4.0
3.0
3.7
2.3
3.5
3.0
3.6
20. Use technology to enhance student learning.
3.6
3.9
4.0
4.0
3.0
3.5
3.7
3.5
3.3
3.4
21. Follow applicable school policies and
procedures.
3.6
3.9
4.0
4.0
3.0
3.5
3.7
4.0
3.3
3.7
22. Organize systematically and maintain useful
records of student work and performance.
3.3
3.6
4.0
3.5
3.0
3.3
2.7
3.0
3.0
3.6
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.
3.4
3.7
4.0
4.0
3.0
3.7
2.7
4.0
2.8
3.7
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.
3.5
3.8
4.0
4.0
3.0
3.7
3.3
3.5
3.0
3.9
25. Communicate student status and progress to
students, their parents, and appropriate others.
3.3
3.6
4.0
4.0
3.0
3.7
2.7
3.5
2.5
3.7
Comments
What suggestions do you have that would improve the teacher education program?
K-6:
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I think having classes like classroom management, teaching science, and teaching social studies should be put
sooner in the program than residency1. These would have been beneficial before student teaching.
More classes to help us prepare to be in inclusion classrooms.
I suggest that K-6 majors have more SPED classes and more experience in inclusion classrooms.
Have more instruction on how to write lesson plans, and academic vocabulary.
Move Classroom Management to Pre-Residency. Equal out the work load for Pre-Residency and Residency I.
Complete a real Edtpa the semester before residency II.
My only suggestion would be to incorporate more time to teach and focus in inclusion and special education. I
did not feel prepared enough to address some situations in my classes.
For MAT students we need earlier information about the edtpa. There was no talk of edTPA until the seminars
during the student teaching semester. That much information was overwhelming to receive. Offering an optional
seminar the semester prior to student teaching may be helpful. Receiving information about which handbook to
choose, etc. and having time to review that information prior to seminar would have been nice. The undergrads
seemed to be much more prepared.
Apply what is really happening at the schools to the program. Better communication to students as to what you
expect, prior to student teaching.
More education on reading data. More mini lessons. More education on how to effectively communicate with
parents through phone/email/ and in person.
Allow students to teach at least one lesson each semester. These seemed to be most effective in preparing for
student teaching. Provide support examples for parent communication.
4-8:
 This program prepared me for success. I am so blessed to have been a part of this program.
Art:
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Consider special areas more in relation to actual class room management and everyday tasks.
Give more time to work on the edtpa. One workday is ridiculous. Perhaps giving fall break to work on it. I was
working after teaching every day to support myself and had virtually no time to work on this colossal evaluation.
Biology:
 Graduate students need more information/ communication from the university about what to expect in the MAT
program For example, more information about what to expect in the clinical teaching portion (ie edtpa ad research
paper).
HHP:
 The student teaching experience should start at the beginning of the school year in order to provide the opportunity
to see procedures/policies put in place.
 Eliminate the edtpa. It is worthless to the candidate for presentation and accomplishes noting as a tool for
evaluation.
History:
 The students in the MAT program need more training on the edtpa beforehand. Maybe have some sort of seminar
about it, the semester prior to student teaching.
 Teach student teachers about TVAAS and assessing student data.
 Ensure that teacher candidates here adequate time, knowledge and preparation. For the edtpa assessment, I do feel
there was not enough information given to prepare us in the semesters leading up the current one.
Music:
 Staying on the same page with the faculty from different colleges. Communication like in Residency I with the mock
edTPA. More classes with hands on teaching and classroom management with embedded theory. Getting mentor
teachers their materials in a timely manner, not allowing assignments during Res I.
 All departments should be equally represented in all aspects of the program, not just a few. Communications
between departments was strained. More hands on less theory. Student teaching is an experience, as should be the
classes. Being prepared- multiple mentor teachers didn’t receive their packets in a timely manner. Particular classes
should not be assigning work during residency I. We aren't allowed to have any academic classes during student
teaching, so why allow it in the initial teaching sections.
SPED:
 More time in classroom during programs classes.
 Less work during residency I. More help on the edtpa in residency I.
Other:
 The program needs to focus more on helping prepare candidates for the classroom, I believe that many of the
classes taught us information that was not practical for the classroom. However we didn’t learn things that would
have been helpful- like how to deal with parents and teaching inclusion class.
How could the program be improved?
K-6:
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More information regarding RTI
Additional TPA examples.
I think being able to student teach sooner in the program will really help students see if this is something they
want to do.
Perhaps adding more SPED classes. Both placements I were assigned to were inclusion classrooms and I felt
unprepared for providing appropriate lesson modification accommodations,
Could Classroom Management be moved to Pre-residency? Could an additional Classroom Management class be
given?
For students in the Mat Program- a more in-depth program covering the edtpa would have been helpful. I felt as if
the undergrads had a better concept on what to do then I did. In my opinion I should have felt more prepared
than the undergrad students.
Allow more focus on the preK-3 major.
I would have liked to have taken classroom management earlier. I feel that if we took that class earlier we would
have been better prepared.
Create more focus on inclusion classes.
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Organization communication the class schedule I received when I started the program changed. I had to turn my
life upside down to complete classes that were moved around so I could graduate on time. APSU was good about
offering alternatives for these changes though.
Align what is going on in elementary schools to the courses we have to take, writing lesson plans and teaching s
how.
For residency I, Math 4150 did not teach many strategies for how to teach math to students in grades 4-6. For
Residency I, the teaching social studies class was very rushed. The same goes for teaching science.
Learn something about phonics. Have a longer time in Elementary history and science. Edtpa seminar was not
helpful.
Math 4150 class did not help. We worked out of an elementary level textbook and rarely made connections to how
to teach it. Res I social studies class and science class should be full term semester. I don't feel prepared to
teach either of these subjects because they were so rushed.
4-8:
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Art:
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N/A
Make art education and as general education,
I had no idea what was going to be on the Praxis.
Biology:
 Having a course in science education because middle schools in Montgomery County are currently using STEM,
which involve more than just science.
HHP:
 Improvement would come from taking a real world approach. A lot of practices did not match up from classroom to
teaching.
 Some additional emphasis and time could be dedicated to lesson plan construction.
History:
 N/A
Music:
 Working out how Residency I works with ensembles, classes. Etc. Methods classes for instruments being more
focused on how to teach them and less on how to play them perfectly.
 Basically improvements involving communication between departments. It seem only specific departments were
in the loop.
SPED:
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A general classroom management class included in program.
More practice in writing IEP's and Conduction of the evaluation process.
More focus on assessments related to SPED and working on LEP's.
More help on how to do assessments other than state’s assessments. More help on the edtpa.
Other:
 I would like to see more support and more early childhood faculty. Also, more of the classes on campus - not
RODP. RODP classes are not rigorous.
 Teach students how to teach instead of about the history of education. I know a lot about education since
completing this program, but little about the actual art of teaching.
 I think MAT students need to be better prepared for the edtpa. After talking to undergrads, I feel if they were
given better opportunities to practice and prepare. I did not feel prepared at all before I started writing my edtpa.