Teacher Graduate Assessment 2015 WIU.pdf · 12c Cooperating Teacher Meeting with Me to Discuss My...

1

Teacher Graduate Assessment – © 2015 Illinois Association of Deans of Public Colleges of Education

Teacher Graduate Assessment 2015 Survey Results

Western Illinois University

Descriptive Analysis 2013-14 Graduates

A Statewide Assessment of Professional Teacher Education Programs in Illinois

Illinois Association of Deans of Public Colleges of Education

1


Section Guide

1 – Lists of Charts and Figures

2 – Introduction: Teacher Graduate Assessment

3 – New Teacher Findings

4 – Supervisor Assessment Findings

5 – Graduates’ Written Responses

6 – Supervisors’ Written Responses

2


Illinois Association of Deans of

Public Colleges of Education

Jamilah R. Jor’dan

Chicago State University

Matthew W. Keefer Southern Illinois University Carbondale

Diane Jackman

Eastern Illinois University

Curt Lox Southern Illinois University Edwardsville

Andrea Evans

Governors State University

Alfred Tatum University of Illinois at Chicago

Perry Schoon

Illinois State University

Hanfu Mi University of Illinois at Springfield

Sandra Beyda-Lorie

Northeastern Illinois University

James D. Anderson University of Illinois at Urbana Champaign

Laurie Elish-Piper

Northern Illinois University

Erskine Smith Western Illinois University

Stephen Lucas

Director, Teacher Graduate Assessment

3


List of Charts

Chart Topic Page

Introduction: Teacher Graduate Assessment

A Surveys Sent and Completed 13

B Employment Information System-Reported Demographics (All Survey

Recipients)

16

C Employment Information System -Reported Position (All Survey Recipients) 17

D Institution-Reported Universities (All Survey Recipients) 18

New Teacher Findings

1 At which institution did you complete your professional teacher education

program to earn a teaching certification?

20

2 What was your zip code of residence prior to the beginning of your initial

teacher education program?

21

3 How much of your preparatory coursework did you complete at a community

college?

22

4 What level are you currently teaching? 23

5a To what extent are English language learners represented in your current

classroom?

24

5b To what extent are students from low socioeconomic (SES) backgrounds

represented in your current classroom?

25

5c To what extent are students with exceptional learning needs (students with IEPs)

represented in your current classroom?

26

5d To what extent are specifically identified gifted students represented in your

current classroom?

27

6 If you are teaching in a departmentalized school, which content area do you

primarily teach?

28-9

7a Indicate the extent to which you are satisfied with your decision to become a

teacher.

30

7b Indicate the extent to which you are satisfied with your choice of grade level for

licensure.

31

4


Chart Topic Page

7c Indicate the extent to which you are satisfied with your choice of subject area for

licensure.

32

7d Indicate the extent to which you are satisfied with your interaction with teacher

preparation faculty.

33

7e Indicate the extent to which you are satisfied with the teacher education program

advising.

34

7f Indicate the extent to which you are satisfied with student teaching supervision. 35

7g Indicate the extent to which you are satisfied with the overall quality of teacher

education program.

36

As a new teacher, how well did your teacher education program prepare you, and

how effective is your current practice in relation to:

8a Standard 1: Teaching Diverse Students 37

8b Standard 2: Content Area and Pedagogical Knowledge 38

8c Standard 3: Planning for Differentiated Instruction 39

8d Standard 4: Learning Environment 40

8e Standard 5: Instructional Delivery 41

8f Standard 6: Reading, Writing, and Oral Communication 42

8g Standard 7: Assessment 43

8h Standard 8: Collaborative Relationships 44

8i Standard 9: Professionalism, Leadership, and Advocacy 45

Indicate the extent to which your teacher education program prepared you to be a

successful new teacher:

9a Overall 46

9b The Workplace Environment 47

9c Working with School Administration 48

9d Working with Other School Personnel 49

5


Chart Topic Page

9e Working with Parents or Guardians 50

9f Working in a High Accountability Environment 51

9g Utilizing Community Resources 52

9h Fostering Community Relationships 53

9i Managing the Learning Environment 54

9j Managing Student Behavior 55

9k Establishing Equity in the Classroom 56

9l Addressing Issues of Socioeconomic Diversity 57

9m Teaching of My Primary Subject/Content Area(s) 58

9n Using State Content Area Learning Standards 59

9o Implementing the Common Core Standards 60

9p Implementing Developmentally Appropriate Instruction 61

9q Teaching Literacy Skills in my Subject/Content Area(s) 62

9r Accommodating Instruction for Students with Exceptional Learning Needs

63

9s Implementing Response to Intervention (RtI) Strategies 64

9t

9u

9v

9w

9x

Using Multicultural Education Strategies

Teaching English Language Learners (ELL)

Using Technology for Classroom Instruction

Assessing Student Learning

Teacher Evaluation Process

During your Program prior to the student teaching experience, how valuable was

each of the following?

65

66

67

68

69

10a Lesson Planning 70

6


Chart Topic Page

10b Class Instruction 71

10c

11a

11b

11c

Pre-Student Teaching Field Experiences

Program Included Different Strategies and Models of Teaching

Program Demonstrated Different Strategies and Models of Teaching

Program Included Opportunities to Practice Different Strategies and Models of

Teaching

72

73

74

75

12a Cooperating Teacher Observing My Teaching – How valuable was this during

your student teaching experience?

76

12b Cooperating Teacher Meeting with Me to Discuss My Lesson Plans – How

valuable was this during your student teaching experience?

77

12c Cooperating Teacher Meeting with Me to Discuss My Teaching Performance –

How valuable was this during your student teaching experience?

78

12d University Supervisor Observing My Teaching – How valuable was this during

your student teaching experience?

79

12e University Supervisor Meeting with Me to Discuss My Lesson Plans – How


80

12f University Supervisor Meeting with Me to Discuss My Teaching Performance –

How valuable was this during your student teaching experience?

81

13a During this first year of teaching, were you supported by a formally assigned

coach, mentor or master teacher?

82

13b Was your coach, mentor, or master teacher’s subject area the same as yours?

82

13c To what extent was your coach, mentor, or master teacher helpful? 83

13d How frequently did you interact with your coach, mentor, or master teacher?

84

During your first year of teaching, did you receive this support? If so, to what

extent did you find it valuable?

14a School or School District Workshops 85

14b Common Planning Time with Other Teachers in Your Subject Area 86

7


Chart Topic Page

14c Regularly Scheduled Collaboration with Other Teachers on Issues of Instruction

87

14d Participation in a Network of Teachers Organized by an Agency or Over the Internet

88

14e Supportive Communication with Your Supervisor (i.e., Principal, Department Chair, Other Administrator)

89

14f Reduced Teaching Schedule 90

14g Reduced or No Committee Work 91

14h Extra Classroom Assistance 92

14i Release Time to See Other Teachers Teach 93

14j Observation and Feedback from Other Experienced Teachers 94

14k Formal Support from Your Teacher Education Program in the Form of Workshops, Access to Professors or Reduced Tuition for Ongoing

Classes

95

15a To what extent did you have access to adequate instructional resources to

support your instruction?

96

15b To what extent did you have access to adequate technology and computers to

support your instruction?

97

16 How long do you plan to remain in teaching? 98

Supervisor Assessment Findings

1 What is your current professional position? 100

2 What is your sex? 101

3 What is your race/ethnicity? 101

4 How many years have you supervised teachers? 102

5 What is the level of your school? 103

6 Select the most appropriate response regarding mentoring or induction programs

and this teacher.

104

8


Chart Topic Page

7 Estimate how many times you visited this beginning teacher’s classroom while

he/she was providing instruction to a class of students.

105

8 Estimate how many times you have discussed this beginning teacher’s classroom

teaching in face-to-face conferences with the teacher.

106

Indicate the extent to which this teacher was prepared by his/her teacher

education program to be a successful new teacher.

9a Standard 1: Teaching Diverse Students 107

9b Standard 2: Content Area and Pedagogical Knowledge 108

9c Standard 3: Planning for Differentiated Instruction 109

9d Standard 4: Learning Environment 110

9e Standard 5: Instructional Delivery 111

9f Standard 6: Reading, Writing, and Oral Communication 112

9g Standard 7: Assessment 113

9h Standard 8: Collaborative Relationships 114

9i Standard 9: Professionalism, Leadership, and Advocacy 115

Indicate the extent to which this teacher was prepared by his or her teacher

education program to be a successful new teacher. Select one response for each

item.

10a Overall 116

10b The Workplace Environment 117

10c Working with School Administration 118

10d Working with Other School Personnel 119

10e Working with Parents or Guardians 120

10f Working in a High Accountability Environment 121

10g Utilizing Community Resources 122

9


Chart Topic Page

10h Fostering Community Relationships 123

10i Managing the Learning Environment 124

10j Managing Student Behavior 125

10k Establishing Equity in the Classroom 126

10l Addressing Issues of Socioeconomic Diversity 127

10m Teaching of My Primary Subject/Content Area(s) 128

10n Using State Content Area Learning Standards 129

10o

10p

10q

10r

10s

10t

10u

10v

10w

10x

Implementing the Common Core Standards

Implementing Developmentally Appropriate Instruction

Teaching Literacy Skills in my Subject/Content Area

Accommodating Instruction for Students With Exceptional Learning Needs

Implementing Response to Intervention (RtI) Strategies

Using Multicultural Education Strategies

Teaching English Language Learners (ELL)

Using Technology for Classroom Instruction

Assessing Student Learning

Engaging in the Teacher Evaluation Process

130

131

132

133

134

135

136

137

138

139

List of Figures

Figure Topic Page

1a Institution’s Beginning Teachers’ School Locations, by ROE (All

Recipients)

14

1b Illinois’s Beginning Teachers’ School Locations, by ROE (All Recipients) 15

10


Introduction: Teacher Graduate Assessment

Project Overview

The Teacher Graduate Assessment project is an assessment of teachers in their first year of

teaching directly following graduation from one of the twelve public colleges of education in the

state of Illinois. For the 2015 assessment, two private colleges—Roosevelt University and

Loyola University Chicago—participated in the assessment. The project is a cooperative effort

of the Illinois Association of Deans of Public Colleges of Education (IADPCE)

By surveying first-year teachers and their supervisors, information is generated that can be used

for teacher education program improvement and that is responsive to broader state education

needs. Specifically, the project aims to:

1. Provide a standardized assessment of new teacher graduates of all public colleges in Illinois.

2. Provide a specific examination of teacher skills related to the Illinois Professional Teaching Standards and the Illinois Learning Standards for the purpose of identifying

areas of improvement for teacher preparation programs and for ongoing new teacher

professional development needs.

3. Provide institutions with institution-specific data on student learning in teacher education programs that will assist with program improvement efforts.

4. Proactively respond to calls for accountability related to teacher preparation by gathering information that can inform policy makers and the public about teacher preparation

programs in Illinois and new teacher practice in the first year of teaching.

In March 2004, an advisory committee named by the project partners was created to oversee the

development of survey instruments, administration protocol, and data reporting. This advisory

committee has continued to meet in order to review each year’s survey results and to modify the

survey as needed. The process for survey development and modification is guided by project

staff operating under the direction of the Dean of the College of Education and Professional

Studies at Eastern Illinois University.

Illinois State Board of Education, Teacher Data Warehouse, which combines college institutional

graduation data with the State of Illinois’s Employment Information System Record database to

identify the survey population. Identified graduates and their supervisors (typically, school

principals) are surveyed each spring as they near completion of their first full year of teaching.

Survey results are reported relative to the degree that new teachers from colleges of education in

Illinois are prepared to address the Illinois Professional Teaching Standards and the Illinois

Learning Standards. First-year teachers also provide open-ended, written feedback about key

teacher preparation program elements. Reporting takes the form of institution-specific and state

aggregate data reports.

11


The success of this project rests not just in the ability to collect valid data on new teachers, but

also in the ability of the partners to use data to improve teacher education in Illinois. The

creation of an ongoing assessment project produces reliable data for program improvement and

state policy consideration and is an important step in the ongoing P-16 collaboration efforts in

Illinois.

Project History

The assessment of new teacher graduates from colleges of education in Illinois is housed at

Eastern Illinois University and is conducted under the guidance of the deans of the public

colleges of education and an advisory committee made up of the deans’ designees. The project

started in March 2004 with the financial support of the Illinois Board of Higher Education, the

Illinois State Board of Education, and the twelve participating public institutions of higher

education: Chicago State University, Eastern Illinois University, Governors State University,

Illinois State University, Northeastern Illinois University, Northern Illinois University, Southern

Illinois University-Carbondale, Southern Illinois University-Edwardsville, University of Illinois

at Chicago, University of Illinois at Springfield, University of Illinois at Urbana-Champaign, and

Western Illinois University. For the 2015 assessment, two private institutions—Roosevelt

University and Loyola University Chicago —participated in and financially supported the

project.

The assessment effort has been created with the primary purpose of providing information that

can help facilitate program improvement at each participating institution. The secondary

purpose is to be responsive to calls for educational accountability while facilitating information

gathering for the purpose of making informed judgments about programs. The primary

assessment questions examined in project development to date include:

1. How are teacher education programs performing in the preparation of students related to understanding and using key educational standards in Illinois?

2. What is the usefulness or value of instructional, pre-student teaching, and student teaching experiences from the perspective of recent graduates?

The survey instrument has evolved in response to the program improvement purpose of the

evaluation and the guidance of the key assessment questions. The survey development process

has involved input by project partners via group meetings and e-mail communications. In May

2004, nineteen individuals representing thirteen project partners met in Champaign, IL to kick

off the project. The outcome of this first gathering was an initial survey draft that addressed key

content areas. Survey drafts were modified through the rest of 2004 until a first project version

was established for a pilot administration in January 2005. Following the pilot administration,

minor modifications to survey instruments were completed and in March 2005, the first

administration of the survey was completed with graduates from the twelve public colleges of

education. The current version of the survey instruments is a result of revisions to the survey

following the 2005 and 2006 administrations.

12


Survey Administration Method

Survey administration for the 2015 Teacher Graduate Assessment began during the week of

September 26, 2016, when invitation letters were mailed to the 2013-2014 teacher education

graduates of the fourteen participating institutions. Invitation letters were also mailed to the

supervising principals of these new teachers. Reminder flyers were mailed to participants during

the weeks of October 10, October 24, and November 1, 2016. Collection of survey responses

through the project’s website ended on November 4, 2016.

Although all flyers and packets were sent from the project office at Eastern Illinois University,

each piece of correspondence was customized to the graduating institution of each identified new

teacher. For example, a teacher who had graduated from Northern Illinois University would

receive a participation invitation printed on NIU letterhead.

13


Chart A:

Surveys Sent and Completed

1903

291

519

10221 25

0

500

1,000

1,500

2,000

2,500

3,000

Total Survey Invitations (Pairs) Teacher Surveys Completed Supervisor Surveys Completed

State WIU

14


Figure 1a (WIU)

Beginning Teachers’ School Locations, by ROE (All Recipients)

ROE is in (parentheses)

(WIU n = 102)

3 (8)

1 (47)

1 (31) 4

(15)

4 (19)

11 (49)

4 (28)

2 (35)

2 (24)

3 (56)

11 (33) 2

(48) 2

(17)

2 (9)

5 (53) 18

(26)

7 (1)

1 (51)

1 (50)

1 (13)

1 (4)

2 (44)

2 (34) 4

(5) 3

(6)

5 (7)

15


Figure 1b (Illinois)

Beginning Teachers’ School Locations, by ROE (All Recipients)

ROE is in (parentheses)

(Illinois n = 1903)

17 (8)

0 (55)

22 (47)

21 (16)

111 (31) 381

(15)

109 (19)

24 (49)

18 (28)

21 (35)

32 (24)

91 (56)

0 (27)

22 (33) 34

(48)

0 (43)

19 (32)

65 (17)

28 (54)

67 (9)

38 (53) 0

(22) 22

(26)

27 (1)

0 (38)

1 (46) 25

(51)

8 (40)

21 (39)

23 (11) 0

(10)

6 (12)

18 (3)

33 (41)

32 (50)

18 (13)

0 (25)

10 (20)

3 (45) 26

(30) 13 (21)

0 (2)

34 (4)

46 (44)

134 (34) 196

(5) 75 (6)

125 (7)

3 (65)

16


Chart B: Employment Information System-Reported Demographics (All Survey

Recipients)

(Illinois n =1903)

74.0%

26.0%

0% 20% 40% 60% 80% 100%

Female

Male

State 2015

17


Chart C: Employment Information System-Reported Position (All Survey Recipients)

(Illinois n = 1903)

10.8%

3.8%

19.9%

64.2%

1.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%100.0%

Other

Teaching Bilingual/ESL Education

Special Education Teacher

Teacher

Early Childhood (Including Kindergarden)

2015

18


Chart D: Institution-Reported Universities (All Survey Recipients)

(Illinois n = 1903)

5.4%

12.0%

1.2%

6.0%

4.7%

4.7%

11.8%

10.4%

29.0%

3.5%

9.6%

1.8%

0.0% 10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%


University of Illinois at Urbana-Champaign

University of Illinois at Springfield

University of Illinois at Chicago

Southern Illinois University Edwardsville

Southern Illinois University Carbondale







State 2015

19


New Teacher Findings

Responses of new teachers are reported descriptively. Responses are reported for each survey

question in bar charts describing basic trends of findings.

The background of responding new teachers is reported in Charts 1 through 3, which display the

gender, race/ethnicity, instructional grade level, and amount of completed community college

coursework.

The student characteristics of the schools new teachers work in, new teachers’ satisfaction with

their career decisions, and new teachers’ satisfaction with various aspects of their teacher

education programs is reported in Charts 4 through 7.

The degree to which new teachers report understanding and using the Illinois Professional

Teacher Standards in Charts 8a through 8i.

The degree to which new teachers report being prepared to be successful in various aspects of the

profession is reported in Charts 9a through 9x.

The perspectives of new teachers regarding various aspects of their teacher education and student

teaching experiences are reported in Charts 10 through 12.

The experiences of new teachers during their first year of teaching, including mentoring and the

receiving of various supports, is reported in Charts 13 through 15.

Finally, the anticipated career plans of new teachers are reported in Chart 16.

20


Question 1:

At which institution did you complete your professional teacher education program to earn

a teaching certification? (Illinois n = 291)

5%

19%

2%

2%

4%

4%

11%

5%

30%

4%

15%

1%

8%

19%

1%

4%

4%

4%

9%

6%

28%

3%

12%

2%

7%

12%

1%

5%

5%

6%

10%

9%

31%

2%

11%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


University of Illinois at Urbana-Champaign

University of Illinois at Sprinfield

University of Illinois at Chicago

Southern Illinois University Edwardsville

Southern Illinois University Carbondale







2015 2014 2013

21


Question 2:

What was your zip code of residence prior to the beginning of your initial teacher

education program?

Individual institutional data for this question may be found in the electronic data file.

22


Question 3:

How much of your preparatory coursework did you complete at a community college?

(Illinois n = 291; WIU n = 21)

15%

11%

7%

30%

37%

13%

8%

7%

26%

47%

14%

9%

8%

20%

49%

8%

17%

8%

38%

29%

26%

11%

6%

37%

20%

19%

14%

19%

19%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

60 credit hours or more

30 to 59 credit hours



None

WIU 2015 WIU 2014 WIU 2013 State 2015 State 2014 State 2013

23


Question 4:

What level are you currently teaching? (Select all that apply.)


3%

3%

20%

38%

29%

36%

3%

1%

11%

26%

30%

38%

40%

13%

4%

20%

43%

43%

52%

53%

25%

4%

0%

26%

39%

30%

30%

0%

0%

6%

23%

26%

40%

46%

14%

8%

8%

21%

60%

38%

38%

44%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

Bilingual Education

Special Education

High School

Middle School/Junior High School

Elementary School

Early Childhood


24


Question 5a:

To what extent are English language learners represented in your current classroom?


47%

33%

15%

4%

37%

40%

16%

6%

34%

39%

21%

6%

64%

23%

14%

0%

50%

35%

12%

3%

52%

29%

14%

5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

None

Some

Quite a Bit

All


25


Question 5b:

To what extent are students from low socioeconomic (SES) backgrounds represented in

your current classroom?


31%

38%

24%

7%

3%

27%

49%

21%

3%

27%

51%

19%

38%

33%

29%

0%

0%

29%

53%

18%

0%

14%

76%

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

None

Some

Quite a Bit

All


26


Question 5c:

To what extent are students with exceptional learning needs (students with IEPS)

represented in your current classroom? (Illinois n = 291; WIU n = 21)

7%

54%

22%

17%

4%

52%

25%

19%

5%

51%

25%

18%

0%

58%

21%

21%

6%

51%

20%

23%

10%

52%

29%

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

None

Some

Quite a Bit

All


27


Question 5d:

To what extent are specifically identified gifted students represented in your current

classroom?


48%

43%

9%

1%

47%

44%

9%

0%

48%

45%

5%

1%

46%

50%

5%

0%

59%

32%

9%

0%

43%

48%

10%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

None

Some

Quite a Bit

All


28


Question 6:

If you are teaching in a departmentalized school, which content area do you primarily

teach?


1%

4%

15%

2%

3%

4%

1%

1%

5%

2%

16%

1%

2%

3%

1%

1%

2%

2%

17%

1%

4%

4%

2%

0%

0%

27%

0%

0%

5%

0%

0%

0%

0%

18%

0%

0%

9%

5%

7%

0%

0%

13%

0%

7%

7%

13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Health

Foreign Language

Family/Consumer Science

English/Language Arts

Business

Bilingual/ESL

Art

Agriculture


29


Question 6:

If you are teaching in a departmentalized school, which content area do you primarily

teach?


0%

0%

11%

4%

11%

4%

5%

13%

0%

3%

1%

21%

4%

10%

5%

7%

19%

1%

5%

2%

23%

6%

10%

5%

5%

14%

1%

0%

0%

14%

0%

18%

0%

5%

9%

0%

0%

0%

14%

0%

14%

9%

9%

23%

0%

13%

0%

7%

7%

7%

13%

0%

7%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

Technology

Special Education

Social Science

Science

Physical Education

Music

Mathematics

Library


30


Question 7a:

Indicate the extent to which you are satisfied with your decision to become a teacher.


0%

3%

32%

65%

1%

4%

35%

62%

1%

4%

36%

59%

0%

8%

29%

63%

3%

0%

37%

60%

0%

10%

38%

52%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


31


Question 7b:

Indicate the extent to which you are satisfied with your choice of grade level for licensure.


0%

1%

23%

76%

1%

2%

25%

73%

1%

1%

24%

75%

0%

0%

29%

71%

0%

3%

14%

83%

0%

0%

33%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


32


Question 7c:

Indicate the extent to which you are satisfied with your choice of subject area for licensure.


1%

1%

21%

77%

1%

1%

23%

75%

1%

1%

23%

75%

0%

4%

29%

67%

0%

3%

20%

77%

0%

0%

38%

62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


33


Question 7d:

Indicate the extent to which you are satisfied with your interaction with teacher

preparation faculty.


1%

7%

49%

43%

1%

3%

48%

49%

1%

6%

45%

49%

0%

4%

54%

42%

0%

0%

51%

49%

0%

5%

33%

62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


34


Question 7e:

Indicate the extent to which you are satisfied with the teacher education program advising.


5%

14%

46%

35%

2%

12%

52%

34%

4%

11%

55%

31%

17%

0%

42%

42%

0%

17%

46%

37%

5%

5%

33%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


35


Question 7f:

Indicate the extent to which you are satisfied with student teaching supervision.


3%

5%

33%

59%

1%

6%

36%

57%

4%

7%

44%

46%

4%

8%

46%

42%

0%

9%

23%

69%

0%

10%

33%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


36


Question 7g:

Indicate the extent to which you are satisfied with the overall quality of the teacher

education program.


2%

9%

53%

37%

1%

6%

47%

46%

1%

5%

45%

50%

8%

4%

58%

29%

0%

6%

34%

60%

0%

10%

33%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied


37


Question 8a:

As a new teacher, how well did your teacher education program prepare you, and how

effective is your current practice in relation to Standard 1?

Teaching Diverse Students- Understanding the diverse characteristics and abilities of each

student; how individuals develop and learn within the context of their social economic, cultural,

linguistic, and academic experiences; using these experiences to create instructional

opportunities to maximize student learning.


1%

9%

55%

36%

1%

13%

59%

27%

0%

8%

58%

34%

0%

9%

66%

25%

0%

14%

54%

31%

0%

9%

69%

23%

5%

5%

62%

29%

0%

14%

52%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at all Effective

Minimally Effective

Moderately Effective

Highly Effective

Not at all Prepared

Minimally Prepared

Satisfactorily Prepared

Completely Prepared

WIU 2015 WIU 2014 State 2015 State 2014

38


Question 8b:

As a new teacher, how well did your teacher education program prepare you and how


Content Area and Pedagogical Knowledge- In-depth understanding of content knowledge,

including central concepts, methods of inquiry, structures of the discipline, and content literacy;

creating meaningful learning experiences based upon interactions among content area,

pedagogical knowledge, and evidence-based practice. .


1%

5%

51%

44%

1%

10%

53%

37%

0%

6%

46%

48%

0%

10%

51%

40%

0%

3%

49%

49%

0%

11%

49%

40%

0%

10%

48%

43%

0%

14%

52%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


39


Question 8c:



Planning for Differentiated Instruction- Planning and designing instruction based on content

area knowledge, diverse student characteristics, student performance data, curriculum goals,

and community context, planning for ongoing student growth and achievement.


1%

14%

47%

39%

1%

19%

46%

34%

1%

10%

46%

44%

1%

16%

51%

33%

0%

14%

34%

51%

3%

11%

40%

46%

0%

10%

52%

38%

0%

19%

43%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


40


Question 8d:



Learning environment- Structuring a safe and healthy learning environment; facilitating cultural

and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction,

mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-

setting.


1%

5%

35%

60%

1%

11%

39%

49%

0%

4%

36%

60%

0%

10%

42%

48%

0%

3%

31%

66%

0%

3%

40%

57%

0%

10%

38%

52%

0%

14%

48%

38%

0% 20% 40% 60% 80% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


41


Question 8e:



Instructional Delivery- Differentiating instruction by using a variety of strategies that support

critical and creative thinking, problem-solving, and continuous growth and learning,;

understanding that the classroom is a dynamic environment requiring ongoing modification of

instruction to enhance learning for each student.


0%

7%

50%

44%

1%

10%

51%

37%

0%

3%

47%

50%

0%

12%

49%

39%

0%

3%

40%

57%

0%

9%

43%

49%

0%

5%

48%

48%

0%

14%

57%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


42


Question 8f:



Reading, Writing, and Oral Communication- Has foundational knowledge of reading, writing,

and oral communication within the content area; recognizing and addressing student reading,

writing, and oral communication needs to facilitate acquisition of content knowledge.


1%

5%

53%

42%

1%

11%

52%

36%

0%

9%

47%

44%

1%

14%

55%

31%

0%

3%

43%

54%

0%

9%

49%

43%

0%

10%

62%

29%

0%

19%

52%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


43


Question 8g:



Assessment- Understanding and using appropriate formative and summative assessments for

determining student needs, monitoring student progress, measuring student growth, and

evaluating student outcomes; making decisions driven by data about curricular and instructional

effectiveness; adjusting practices to meet the needs of each student.


1%

10%

56%

33%

3%

18%

48%

32%

0%

11%

48%

41%

1%

21%

48%

31%

0%

9%

57%

34%

3%

17%

40%

40%

0%

19%

52%

29%

5%

29%

43%

24%

0% 20% 40% 60% 80% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


44


Question 8h:



Collaborative Relationships- Building and maintaining collaborative relationships to foster

cognitive linguistic, physical, social, and emotional development; working as a team member

with professional colleagues, students, parents or guardians, and community members.


0%

3%

32%

65%

1%

10%

39%

51%

0%

3%

32%

65%

1%

8%

43%

49%

0%

3%

23%

74%

0%

9%

26%

66%

0%

5%

33%

62%

0%

14%

52%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


45


Question 8i:



Professionalism, Leadership, and Advocacy- Is an ethical and reflective practitioner who

exhibits professionalism; providing leadership in the learning community; advocating for

students parents or guardians, and the profession.


1%

4%

32%

64%

1%

11%

36%

52%

0%

2%

31%

67%

1%

6%

38%

55%

0%

11%

17%

71%

0%

6%

31%

63%

0%

5%

33%

62%

0%

14%

38%

48%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Minimally Effective


Highly Effective

Not at all Prepared

Minimally Prepared


Completely Prepared


46


Question 9a:

Overall – Indicate the extent to which your teacher education program prepared you to be

a successful new teacher.


1%

8%

53%

39%

0%

10%

54%

36%

0%

6%

37%

57%

0%

14%

48%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


47


Question 9b:

The Workplace Environment – Indicate the extent to which your teacher education

program prepared you to be a successful new teacher. (Illinois n = 291; WIU n = 21)

1%

13%

48%

37%

2%

13%

50%

35%

0%

14%

34%

51%

0%

29%

38%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


48


Question 9c:

Working with School Administration – Indicate the extent to which your teacher education


4%

28%

43%

25%

4%

29%

42%

26%

6%

29%

29%

35%

5%

43%

33%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


49


Question 9d:

Working with Other School Personnel– Indicate the extent to which your teacher education


2%

18%

45%

35%

2%

17%

47%

34%

0%

17%

37%

46%

0%

24%

52%

24%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


50


Question 9e:

Working With Parents or Guardians – Indicate the extent to which your teacher education


6%

27%

43%

24%

7%

30%

42%

20%

3%

14%

51%

31%

5%

48%

38%

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


51


Question 9f:

Working in a High Accountability Environment – Indicate the extent to which your teacher

education program prepared you to be a successful new teacher. (Illinois n = 291; WIU n = 21)

3%

15%

45%

37%

3%

14%

48%

34%

0%

14%

34%

51%

0%

19%

38%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


52


Question 9g:

Utilizing Community Resources – Indicate the extent to which your teacher education

program prepared you to be a successful new teacher. (Illinois n = 291; WIU n =21)

4%

34%

47%

15%

5%

32%

46%

17%

3%

29%

53%

15%

5%

24%

57%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


53


Question 9h:

Fostering Community Relationships – Indicate the extent to which your teacher education


6%

32%

47%

15%

7%

31%

47%

16%

3%

29%

53%

15%

10%

14%

67%

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


54


Question 9i:

Managing the Learning Environment – Indicate the extent to which your teacher education


3%

15%

42%

40%

2%

16%

44%

38%

0%

12%

32%

56%

0%

14%

43%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


55


Question 9j:

Managing Student Behavior – Indicate the extent to which your teacher education program

prepared you to be a successful new teacher. (Illinois n = 291; WIU n = 21)

5%

22%

42%

31%

3%

24%

43%

30%

3%

21%

47%

29%

5%

19%

43%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


56


Question 9k:

Establishing Equity in the Classroom – Indicate the extent to which your teacher education


2%

13%

49%

35%

1%

17%

45%

36%

0%

9%

62%

29%

0%

14%

48%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


57


Question 9l:

Addressing Issues of Socioeconomic Diversity – Indicate the extent to which your teacher


2%

21%

48%

29%

1%

23%

48%

28%

0%

90%

62%

32%

0%

38%

33%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


58


Question 9m:

Teaching of my Primary Subject/Content Area(s) – Indicate the extent to which your

teacher education program prepared you to be a successful new teacher. (Illinois n = 291; WIU n = 21)

2%

10%

42%

46%

0%

10%

48%

42%

0%

6%

35%

59%

0%

14%

43%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


59


Question 9n:

Using State Content Area Learning Standards – Indicate the extent to which your teacher


2%

12%

41%

45%

2%

9%

47%

42%

0%

9%

40%

51%

0%

5%

57%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


60


Question 9o:

Implementing the Common Core Standards – Indicate the extent to which your teacher


11%

22%

35%

32%

6%

16%

40%

38%

9%

26%

26%

40%

5%

10%

52%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


61


Question 9p:

Implementing Developmentally Appropriate Instruction – Indicate the extent to which

your teacher education program prepared you to be a successful new teacher. (Illinois n = 291; WIU n = 21)

1%

11%

46%

41%

1%

10%

46%

43%

0%

6%

43%

51%

0%

14%

48%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


62


Question 9q:

Teaching Literacy Skills in my Subject/Content Area(s) – Indicate the extent to which your


3%

22%

46%

29%

2%

20%

49%

29%

3%

14%

46%

37%

0%

14%

43%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


63


Question 9r:

Accommodating Instruction for Students with Exceptional Learning Needs– Indicate the

extent to which your teacher education program prepared you to be a successful new

teacher. (Illinois n = 291; WIU n = 21)

3%

22%

42%

33%

2%

21%

45%

32%

0%

17%

40%

43%

0%

19%

43%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


64


Question 9s:

Implementing Response to Intervention (RtI) Strategies – Indicate the extent to which your


11%

33%

41%

15%

12%

31%

44%

14%

6%

31%

49%

14%

0%

38%

43%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


65


Question 9t:

Using Multicultural Education Strategies – Indicate the extent to which your teacher


4%

31%

45%

20%

5%

29%

48%

19%

0%

31%

51%

17%

0%

33%

52%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


66


Question 9u:

Teaching English Language Learners (ELL) – Indicate the extent to which your teacher


13%

41%

34%

12%

15%

42%

33%

11%

11%

51%

26%

11%

10%

52%

38%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


67


Question 9v:

Using Technology for Classroom Instruction – Indicate the extent to which your teacher


4%

14%

41%

41%

2%

18%

45%

36%

0%

14%

31%

54%

5%

10%

52%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


68


Question 9w:

Assessing Student Learning – Indicate the extent to which your teacher education program


2%

12%

50%

36%

1%

14%

53%

32%

0%

11%

43%

46%

0%

24%

38%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


69


Question 9x:

Teacher Evaluation Process – Indicate the extent to which your teacher education program


9%

20%

44%

27%

6%

26%

37%

31%

9%

20%

51%

20%

5%

29%

48%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Satisfactorily

Completely


70


Question 10a:

Lesson Planning – How valuable was this during your pre-student teaching preparation

experience? (Illinois n = 291; WIU n = 21)

3%

19%

36%

42%

2%

14%

36%

49%

1%

15%

34%

50%

13%

22%

22%

44%

3%

6%

26%

66%

0%

19%

14%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


71


Question 10b:

Class Instruction – How valuable was this during your pre-student teaching preparation

experience? (Illinois n = 291; WIU n = 21)

1%

10%

31%

58%

4%

23%

32%

42%

3%

20%

40%

37%

0%

4%

26%

70%

9%

26%

29%

37%

5%

14%

29%

52%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


72


Question 10c:

Field Experiences prior to student teaching– How valuable was this during your pre-

student teaching preparation experience? (Illinois n = 291; WIU n = 21)

1%

14%

23%

62%

2%

12%

21%

65%

2%

13%

19%

65%

0%

9%

17%

74%

3%

9%

11%

77%

0%

14%

14%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


73


Question 11a:

Different Strategies and Models of Teaching – The Program Included Discussions about

Different Strategies and Models of Teaching


1%

8%

42%

50%

1%

9%

42%

48%

3%

12%

44%

41%

0%

14%

33%

52%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Moderately

Consistently


74


Question 11b:

Different Strategies and Models of Teaching – The Program Included Opportunities to

Practices of Strategies/Models:


2%

12%

47%

41%

2%

15%

40%

43%

3%

9%

44%

44%

0%

24%

38%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Moderately

Consistently


75


Question 11c:

Different Strategies and Models of Teaching – The Program Demonstrated

Strategies/Models.


2%

15%

40%

43%

1%

19%

43%

38%

3%

12%

35%

50%

0%

24%

43%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All

Minimally

Moderately

Consistently


76


Question 12a:

Cooperating Teacher Observing My Teaching – How valuable was this during your

student teaching experience?


4%

7%

18%

71%

3%

7%

19%

71%

5%

9%

21%

65%

9%

9%

26%

57%

3%

6%

9%

83%

0%

5%

35%

60%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


77


Question 12b:

Cooperating Teacher Meeting with Me to Discuss My Lesson Plans – How valuable was

this during your student teaching experience?


5%

9%

19%

67%

3%

7%

23%

68%

6%

11%

25%

58%

9%

22%

26%

44%

6%

3%

14%

77%

0%

0%

57%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


78


Question 12c:

Cooperating Teacher Meeting with Me to Discuss My Teaching Performance – How



4%

6%

16%

75%

3%

6%

7%

74%

6%

5%

18%

71%

9%

4%

26%

61%

6%

3%

11%

80%

0%

0%

38%

62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


79


Question 12d:

University Supervisor Observing My Teaching – How valuable was this during your

student teaching experience?


5%

13%

25%

58%

4%

9%

28%

60%

5%

11%

29%

55%

13%

26%

22%

39%

6%

9%

37%

49%

5%

10%

29%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


80


Question 12e:

University Supervisor Meeting with Me to Discuss My Lesson Plans – How valuable was

this during your student teaching experience?


6%

16%

25%

53%

5%

12%

28%

54%

7%

17%

28%

48%

26%

26%

13%

35%

6%

11%

40%

43%

5%

19%

33%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


81


Question 12f:

University Supervisor Meeting with Me to Discuss My Teaching Performance – How



5%

11%

20%

64%

3%

10%

23%

64%

4%

9%

27%

61%

13%

22%

26%

39%

3%

11%

31%

54%

5%

0%

38%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Valuable

Somewhat Valuable

Moderately Valuable

Extremely Valuable


82


Question 13a:

During this first year of teaching, were you supported by a formally assigned coach,

mentor, or master teacher?


Question 13b:

Was your assigned coach, mentor, or master teacher’s subject area the same as yours?


31%

69%

25%

75%

28%

72%

27%

74%

45%

55%

43%

57%

33%

67%

43%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Mentor Not in Same Subject Area

Mentor in Same Subject Area

Mentor Not Assigned

Mentor Assigned


83


Question 13c:

To what extent was your assigned coach, mentor, or master teacher helpful to you during

your first year?


5%

19%

19%

57%

5%

24%

23%

49%

5%

20%

20%

55%

8%

25%

8%

58%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not at All Helpful

Helpful to Some Extent

Helpful to a Moderate Extent

Helpful to a Great Extent


84


Question 13d:

How frequently did you interact with your assigned coach, mentor, or master teacher

during your first year?


15%

23%

33%

29%

16%

29%

27%

27%

15%

20%

50%

15%

17%

33%

8%

42%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Interacted Once Every Couple of Months

Interacted Once a Month

Interacted Once a Week

Interacted Several Times a Week


85


Question 14a:

School or School District Workshops– During your first year of teaching, did you receive

this support? If so, to what extent did you find it valuable?


3%

20%

51%

27%

98%

3%

19%

58%

20%

94%

0%

31%

23%

46%

100%

0%

14%

67%

19%

100%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value

Received this Support


86


Question 14b:

Common Planning Time with Other Teachers in Your Subject Area – During your first

year of teaching, did you receive this support? If so, to what extent did you find it

valuable?


1%

6%

28%

65%

58%

0%

10%

24%

66%

58%

0%

10%

29%

62%

60%

0%

0%

13%

88%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



87


Question 14c:

Regularly Scheduled Collaboration with Other Teachers on Issues of Instruction – During

your first year of teaching, did you receive this support? If so, to what extent did you find

it valuable?


1%

11%

29%

59%

64%

0%

10%

34%

56%

65%

0%

17%

25%

58%

69%

0%

10%

50%

40%

52%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



88


Question 14d:

Participation in a Network of Teachers Organized by an Agency or Over the Internet –

During your first year of teaching, did you receive this support? If so, to what extent did

you find it valuable?


1%

22%

37%

41%

25%

0%

7%

42%

52%

29%

0%

20%

30%

50%

29%

0%

0%

80%

20%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



89


Question 14e:

Supportive Communication with Your Supervisor (i.e., Principal, Department Chair,

Other Administrator – During your first year of teaching, did you receive this support? If

so, to what extent did you find it valuable?


0%

6%

33%

60%

70%

0%

6%

36%

59%

71%

0%

0%

40%

60%

71%

0%

0%

36%

64%

70%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



90


Question 14f:

Reduced Teaching Schedule – During your first year of teaching, did you receive this

support? If so, to what extent did you find it valuable?


13%

22%

30%

35%

6%

10%

20%

40%

30%

4%

25%

0%

25%

50%

11%

0%

0%

0%

0%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



91


Question 14g:

Reduced or No Committee Work – During your first year of teaching, did you receive this



2%

11%

48%

39%

16%

2%

5%

51%

42%

16%

0%

0%

50%

50%

6%

0%

0%

33%

67%

15%

0% 20% 40% 60% 80% 100%

No Value

Minimal Value

Moderate Value

High Value



92


Question 14h:

Extra Classroom Assistance – During your first year of teaching, did you receive this



4%

17%

29%

51%

23%

4%

14%

34%

48%

21%

13%

25%

25%

38%

23%

0%

0%

75%

25%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



93


Question 14i:

Release Time to See Other Teachers Teach – During your first year of teaching, did you

receive this support? If so, to what extent did you find it valuable?


2%

9%

39%

50%

38%

0%

13%

48%

40%

40%

0%

0%

50%

50%

23%

0%

20%

40%

40%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



94


Question 14j:

Observation and Feedback from Other Experienced Teachers – During your first year of

teaching, did you receive this support? If so, to what extent did you find it valuable?


1%

9%

32%

58%

54%

0%

12%

31%

58%

46%

0%

11%

32%

58%

54%

0%

0%

33%

67%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



95


Question 14k:

Support from the Teacher Education Program that Prepared You – During your first year

of teaching, did you receive this support? If so, to what extent did you find it valuable?


0%

4%

51%

46%

24%

0%

6%

47%

47%

20%

0%

0%

57%

43%

20%

0%

0%

50%

50%

20%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Value

Minimal Value

Moderate Value

High Value



96


Question 15a:

To what extent do you have access to adequate instructional resources to support your

instruction?


0%

16%

54%

30%

1%

15%

54%

30%

1%

11%

59%

29%

0%

13%

57%

30%

3%

17%

46%

34%

0%

5%

62%

33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Access

Minimal Access

Adequate Access

Excellent Access


97


Question 15b:

During your first year of teaching, to what extent did you have access to adequate

technology and computers to support your instruction?


1%

21%

44%

34%

0%

16%

49%

35%

2%

16%

42%

40%

0%

17%

52%

30%

0%

17%

40%

43%

0%

14%

48%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No Access

Minimal Access

Adequate Access

Excellent Access


98


Question 16:

How long do you plan to remain in teaching?


1%

4%

12%

16%

7%

60%

1%

10%

12%

15%

8%

54%

2%

14%

11%

13%

6%

55%

4%

0%

4%

9%

4%

78%

0%

6%

9%

11%

11%

Teacher Graduate Assessment 2015 WIU.pdf · 12c Cooperating Teacher Meeting with Me to Discuss My...

Documents

Transcript of Teacher Graduate Assessment 2015 WIU.pdf · 12c Cooperating Teacher Meeting with Me to Discuss My...