1
Chadron State College Department of Teacher Education Completer Follow-up Self-Survey
Directions: This is a follow-up survey about your preparation to assume various professional teaching roles after graduating from the Chadron State College Teacher Education Program. Please check the
box that best describes your preparation to teach in each of the following areas. A brief narrative statement substantiating the rating given may be included in the comments section.
The rating scale definitions are:
1
2
3
4
Unacceptable (D)
Progressing (C)
Proficient (B)
Advanced (A)
-- I do not feel I was made aware of any areas of this teacher responsibility
-- I have minimal understand of this, CSC did not adequately prepare me for this role.
-- I was given adequate preparation from the CSC teacher education program.
-- I have a good understanding of this due to the teacher preparation at CSC.
THINKING SKILLS (1)
Promote activities that elicit critical thought beyond recall and comprehension.
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A
1.1 I can model promote inquiry, critical analysis and subject knowledge synthesis within all students.
1.2 I have a working understanding of the value of developing advanced thinking skills within students.
1.3 I can utilize a variety of educational strategies and methods to encourage the development of content
area knowledge, critical thinking and problem solving skills within students.
Comments:
HUMAN RELATIONS(2)
Develops and maintains a physically inclusive and emotionally safe classroom environment
conducive to effective learning that encourages voicing student concerns, embraces elements of
diversity, and exhibits an understanding of child growth and development.
2.1 I can model and exhibit tolerance for all persons and backgrounds;
foster relationships with school colleagues, parents, and agencies of the larger community based on an
understanding of the impacts of internal and external forces on public education.
2.2 I can establish human relationships with diverse educational stakeholders. I understand the impact
personal and general bias about gender, race, religion, student exceptionalities, gender-orientation, socioeconomic status and geographic area has on public education.
2.3 I can integrate a variety of instructional strategies and methods to encourage the critical examination of
student beliefs about tolerance and diversity.
Comments:
ASSESSMENT (3)
Design and assess learning activities (with sequential goals and objectives), utilizing the data
collected from those assessment measures to make instructional and/or curricular decisions to
improve student outcomes.
3.1 I can model assessment measures to inform and make instructional and/or curricular changes
improving student performance.
3.2 I understand the need to assess students, evaluate their assessments and use the data generated to
modify instructional activities in order to improve student learning outcomes.
3.3 I can use multiple modes of assessment to obtain initial, formative and summative data about student
performance.
Comments:
2
COMMUNICATIONS (4)
Demonstrate and promote effective communication skills (with students and adults), while
respecting diversity and engaging students in the learning enterprise through motivation and
constructive learning applications
4.1 I can demonstrate, model and use skills and knowledge to promote effective communication with
students and all other educational stakeholders.
4.2 I have a good working knowledge of varied communication strategies
4.3 I can employ varied communication strategies to facilitate communication between various
stakeholders including parents, administrators and the school community.
Comments:
METHODS/TECHNOLOGY (5)
Plan and deliver teaching-learning activities that are consistent with identified learning objectives,
ability level of students, while using a variety of instructional methodologies/strategies to prescribe
for individual differences
5.1 I can and do model and use skills and knowledge to promote learning activities that are consistent with
identified learning objectives using varied methodological and technology delivery modalities.
5.2 I know the strengths and weaknesses of varied teaching methodologies/technologies and their impacts
on the achievement of different student groups.
5.3 I can effectively implement sequentially structured developmentally appropriate instructional
methodologies/technologies thereby engaging the student in relevant learning activities.
Comments:
LEADERSHIP (7)
Develop leadership traits that promote the engagement of students, guardians, peers,
administrators, and community members in a professional and ethical manner to lead toward
common educational goals.
7.1 I can engage students, guardians, peers, administrators, and community members in a professional
and ethical manner to lead toward common goals.
7.2 I understand the importance of the role of the teacher as a school and community leader.
7.3 I view myself as a leader in the school community and enthusiastically contribute by assuming
leadership roles.
Comments:
____________________________________________________________
Your Name and Position
(please print)
_______________________________________________
Signature
Employer_______________________________________
Employer Work Address__________________________
_______________________________________________
_______________________________________________
Employer Phone_________________________________
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A
1
Unacceptable
(D)
2
Progressing
(C)
3
Proficient
(B)
4
Advanced
(A)
N/A