office of professional preparation & licensure teacher ... · 2013-2014 survey is aligned to...

Office of Professional

Preparation & Licensure

Teacher Education Program Exit Survey

2013-2014

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Purdue University Teacher Education Program Exit Survey

2013-2014

The main purpose of the Teacher Education Program Exit Survey is to identify the strengths and areas for improvement in

the Purdue University Teacher Education Program and to provide feedback to faculty for possible program revisions. The

2013-2014 survey is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core

Teaching Standards.

In November 2013 and April 2014, the Office of Professional Preparation and Licensure, in collaboration with the Office

of Field Experiences, distributed the Teacher Education Program Exit Survey with instructions via the Purdue Qualtrics

Survey System to 96 Fall 2013 and 198 Spring 2014 student teachers. The response rate for the survey follows:

Fall 2013: 12.5% (Out of 96 student teachers, 12 responded)

Spring 2014: 16.7% (Out of 198 student teachers, 33 responded)

A total of 45 student teachers responded for an overall return rate of 15.3%. Approximately 36% of the survey

respondents were Elementary Education majors. The remaining respondents completed secondary and all schools (P-12)

education majors. The response rate decreased from 45% in 2012-2013 to 15.3% in 2013-2014.

The major findings from the survey follow:

Almost all of the candidates (99%) believed that they understand how learners grow and develop, can recognize that

patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas.

Almost all candidates (98%) believed that they are able to use their understanding of individual differences and

diverse cultures and communities to work independently or collaboratively with others to create inclusive,

supportive and encouraging learning environments. They also believe they are able to design and implement

developmentally appropriate and challenging learning experiences that foster individual and collaborative learning,

positive social interactions, and students’ active engagement in learning to promote positive student outcomes in

meeting high standards of learning.

All candidates believed that they understand how to connect concepts and use differing perspectives to engage

learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global

issues.

The majority of candidates (97%) believed that they are able to plan instruction that supports every student in

meeting rigorous learning goals by drawing upon their knowledge of content areas, curriculum, cross-disciplinary

skills, pedagogy, learners and the community context.

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All candidates believed that they understand and can use a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections and build skills to apply knowledge in

meaningful ways.

All candidates believed that they understand the central concepts, tools of inquiry, and structures of the content

areas they teach and are able to create learning experiences that make the information accessible and meaningful for

learners to assure mastery of the content.

The majority of candidates (97%) believed that they understand and can use multiple methods of assessment to

engage learners in their own growth, monitor learner progress, and guide their own and their students’ decision

making.

The majority of candidates (99%) believed that they can use evidence to continually evaluate their practice,

particularly the effects of their choices and actions on others (learners, families, other professionals, and the

community). They also believe they are able to adapt practice to meet the needs of each learner.

The majority of candidates (97%) believed that they engage in ongoing professional development and seek

appropriate leadership roles and opportunities to take responsibility for student learning to ensure his/her

professional growth and to collaborate with learners, families, colleagues, other school professionals and

community members to advance the education profession.

The majority of candidates (97%) believed that they had been treated professionally by their academic advisors, and

candidates (95%) agreed that their advisors were available when requested and responsive to their needs. Most of

the candidates (90%) believed that their advisors were knowledgeable about the Teacher Education Program and

university procedures.

Most candidates (90%) believed that they were treated professionally by the Office of Field Experiences staff.

Almost all candidates (98%) believed that their student teaching cooperating teachers were prepared to work with

them and were helpful in their development as effective pre-service teachers.

The majority of the candidates (88%) believed that the school-based administrators and other school personnel

assisted with matters outside of the classroom (e.g., orientation, meetings, finding materials, counseling, etc.).

The majority of candidates (91%) believed that their university supervisors were helpful, that they had adequate

contact with their university supervisors during their student teaching experiences, and that most of their university

supervisors provided high quality feedback regarding their performance during the student teaching experience.

The majority of candidates (90%) were satisfied with their teacher education program.

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Some of the 45 respondents completed more than one licensure program (e.g., Health and Physical Education).

The pool of candidates represents students completing the traditional (undergraduate) and alternative (Post-

baccalaureate, STEM Goes Rural, and Transition to Teaching) teacher education programs.

Below is a full compilation of the survey results.

1. I completed the following licensure program(s) at Purdue.

Instructional/Teaching

Total number

of Respondents

Total number

of Program

completers

Percentage of

respondents

Agricultural Education 15 16 93.75%

Art Education 0 13 0%

Early Childhood Education and Exceptional Needs: Mild Intervention 1 11 9.09%

Elementary Education 13 122 10.65%

Elementary Education and Exceptional Needs: Mild Intervention 3 20 15.00%

English (Language Arts) Education 0 16 0%

Exceptional Needs: Mild Intervention (Undergraduate Level Initial) 0 1 0%

Exceptional Needs: Mild Intervention (Graduate Level Initial) 1 1 100%

Family and Consumer Sciences Education 0 10 0%

French Education 0 0 0%

German Education 0 0 0%

Dual: Health and Physical Education 3 6 50%

Mathematics Education 1 15 6.67%

Physical Education 3 4 75%

Science: Chemistry 1 4 25%

Science: Earth/Space Sciences 1 2 50%

Science: Life Sciences (Biology) 0 7 0%

Science: Physics 0 3 0%

Social Studies 3 17 17.65%

Spanish Education 0 4 0%

Technology Education 0 8 0%

Descriptive Statistics of the Responses to the Quantitative Questions

Item Statement Number of responses Mean

Standard

Deviation

Data for Items 2-16 are located on pages 5-8.

2 I understand how learners grow and develop. 40 1.48 0.5

3

I recognize that patterns of learning and development vary individually

within and across the cognitive, linguistic, social, emotional, and physical

areas. 40 1.5 0.55

4

I can design and implement developmentally appropriate and challenging

learning experiences. 40 1.5 0.5

5

I can use my understanding of individual differences and diverse cultures

and communities to ensure inclusive learning environments that enable

each learner to meet high standards. 40 1.58 0.49

6.a

I can work with others to create environments that support and

encourage:- individual learning. 40 1.4 0.49

6.b


encourage:-collaborative learning. 40 1.48 0.59

6.c


encourage:-positive social interaction. 40 1.35 0.57

6.d


encourage:-active engagement in learning. 40 1.35 0.48

6.e


encourage:-self-motivation. 40 1.53 0.63

4


Standard

Deviation

7

I understand the central concepts, tools of inquiry, and structures of the

discipline(s) I teach. 39 1.49 0.5

8

I can create learning experiences that make the discipline accessible and

meaningful for learners to assure mastery of the content. 39 1.46 0.5

9.a

I understand how to connect concepts and use differing perspectives to

engage learners in:-critical thinking. 39 1.46 0.5

9.b

I understand how to connect concepts and use differing perspectives to

engage learners in:-creativity and collaborative problem solving related

to authentic local and global issues. 39 1.4 0.49

10.a

I understand and can use multiple methods of assessment to:-engage

learners in their own growth. 39 1.41 0.49

10.b

I understand and can use multiple methods of assessment to:-monitor

learner progress. 39 1.51 0.54

10.c

I understand and can use multiple methods of assessment to:-guide my

own and my students' decision making. 39 1.51 0.63

11.a

I can plan instruction that supports every student in meeting rigorous

learning goals by drawing upon my knowledge of: content areas. 39 1.33 0.47

11.b


learning goals by drawing upon my knowledge of: curriculum, cross-

disciplinary skills, and pedagogy. 39 1.46 0.55

11.c


learning goals by drawing upon my knowledge of learners and the

community context. 39 1.56 0.63

12.a

I understand and can use a variety of instructional strategies to encourage

learners to:-develop deep understanding of content areas and their

connections. 39 1.46 0.5

12.b

I understand and can use a variety of instructional strategies to encourage

learners to:-build skills to apply knowledge in meaningful ways. 39 1.41 0.49

13 I engage in ongoing professional learning. 39 1.46 0.59

14

I can use evidence to continually evaluate my practice, particularly the

effects of my choices and actions on others (learners, families, other

professionals, and the community). 38 1.39 0.49

15 I can adapt practice to meet the needs of each learner. 39 1.46 0.55

16.a

I can seek appropriate leadership roles and opportunities to:- take

responsibility for student learning to ensure his/her growth. 39 1.39 0.48

16.b

I can seek appropriate leadership roles and opportunities to:- collaborate

with learners, families, colleagues, other school professionals, and

community members to advance the profession. 39 1.41 0.54

Data for items 17-21 are located on pages 8-9.

17 I was treated professionally by my academic advisor. 39 1.39 0.54

18

My academic advisor was knowledgeable about the Teacher Education

Program and university procedures. 39 1.67 0.8

19 My academic advisor was available. 39 1.49 0.75

20 My academic advisor was responsive to my needs. 39 1.64 0.92


22 I was treated professionally by the Office of Field Experiences staff. 39 1.56 0.67

24 The cooperating teacher was prepared to work with me. 39 1.41 0.78

25

The cooperating teacher was helpful in my development as a highly

effective teacher. 38 1.42 0.78

5


Standard

Deviation

26

How often did the cooperating teacher and you engage in planning and

critiquing conferences? 39 1.59 0.93

28

School-based administrators and other school personnel assisted with

matters outside the classroom (e.g. orientation, meetings, finding

materials, counseling, etc.). 39 1.56 0.84

30 The university supervisor was helpful. 39 1.44 0.74

31

Contacts with my university supervisor during student teaching

(including seminars, group meetings, conferences, visits, telephone calls,

and e-mail messages) were adequate. 39 1.46 0.71

32

The feedback provided to you by the university supervisor was of high

quality. 39 1.46 0.75


33 How many times did the university supervisor observe your teaching? 39 4.59 1.06

34

What was the average length of time the university supervisor spent

observing you during a student teaching site visit? 39 2.77 0.9


38 Overall, how satisfied are you with your teacher education program? 39 1.79 0.61

2-16. Please read each of the following statements and indicate your degree of agreement with the statement using

the following scale:

Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree

2. I understand how learners grow and develop.

Strongly Agree Agree Undecided Disagree Strongly Disagree Non-response Total

21(52.5%) 19(47.5%) 0(0%) 0(0%) 0(0%) 5 40(100%)

3. I recognize that patterns of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas.


21(52.5%) 18(45%) 1(2.5%) 0(0%) 0(0%) 5 40(100%)

4. I can design and implement developmentally appropriate and challenging learning experiences.


20(50%) 20(50%) 0(0%) 0(0%) 0(0%) 5 40(100%)

5. I can use my understanding of individual differences and diverse cultures and communities to ensure inclusive

learning environments that enable each learner to meet high standards.


17(42.5%) 23(57.5%) 0(0%) 0(0%) 0(0%) 5 40(100%)

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6. I can work with others to create environments that support and encourage:

Individual learning.


24(60%) 16(40%) 0(0%) 0(0%) 0(0%) 5 40(100%)

Collaborative learning.


23(57.5%) 15(37.5%) 2(5%) 0(0%) 0(0%) 5 40(100%)

Positive social interaction.


28(70%) 10(25%) 2(5%) 0(0%) 0(0%) 5 40(100%)

Active engagement in learning.


26(65%) 14(35%) 0(0%) 0(0%) 0(0%) 5 40(100%)

Individual learning.


22(55%) 15(37.5%) 3(7.5%) 0(0%) 0(0%) 5 40(100%)

7. I understand the central concepts, tools of inquiry, and structures of the discipline(s) I teach.


20(51.3%) 19(48.7%) 0(0%) 0(0%) 0(0%) 6 39(100%)

8. I can create learning experiences that make the discipline accessible and meaningful for learners to assure

mastery of the content.


21(53.9%) 18(46.2%) 0(0%) 0(0%) 0(0%) 6 39(100%)

9. I understand how to connect concepts and use differing perspectives to engage learners in:

Critical thinking.


21(53.9%) 18(46.2%) 0(0%) 0(0%) 0(0%) 6 39(100%)

Creativity and collaborative problem solving related to authentic local and global issues.


23(59%) 16(41%) 0(0%) 0(0%) 0(0%) 6 39(100%)

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10. I understand and can use multiple methods of assessment to:

Engage learners in their own growth.


23(59%) 16(41%) 0(0%) 0(0%) 0(0%) 6 39(100%)

Monitor learner progress. Strongly Agree Agree Undecided Disagree Strongly Disagree Non-response Total

24(61.5%) 14(36%) 1(2.5%) 0(0%) 0(0%) 6 39(100%)

I understand and can use multiple methods of assessment to: guide my own and my students’ decision making.


22(56.4%) 14(35.9%) 3(7.7%) 0(0%) 0(0%) 6 39(100%)

11. I can plan instruction that supports every student in meeting rigorous learning goals by drawing upon my

knowledge of:

Content areas.


26(66.7%) 13(33.3%) 0(0%) 0(0%) 0(0%) 6 39(100%)

Curriculum, cross-disciplinary skills, and pedagogy.


22(56.4%) 16(41%) 1(2.6%) 0(0%) 0(0%) 6 39(100%)

Learners and the community context.


20(51.3%) 16(41%) 3(7.7%) 0(0%) 0(0%) 6 39(100%)

12. I understand and can use a variety of instructional strategies to encourage learners to:

Develop deep understanding of content areas and their connections.


21(53.8%) 18(46.2%) 0(0%) 0(0%) 0(0%) 6 39(100%)

Build skills to apply knowledge in meaningful ways.


23(59%) 16(41%) 0(0%) 0(0%) 0(0%) 6 39(100%)

13. I engage in ongoing professional learning.


23(59%) 14(35.9%) 2(5.1%) 0(0%) 0(0%) 6 39(100%)

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14. I can use evidence to continually evaluate my practice, particularly the effects of my choices and actions on others

(learners, families, other professionals, and the community).


23(60.5%) 15(39.5%) 0(0%) 0(0%) 0(0%) 7 38(100%)

15. I can adapt practice to meet the needs of each learner.


22(56.4%) 16(41%) 1(2.6%) 0(0%) 0(0%) 6 39(100%)

16. I can seek appropriate leadership roles and opportunities to:

Take responsibility for student learning to ensure his/her growth.


25(64.1%) 14(35.9%) 0(0%) 0(0%) 0(0%) 6 39(100%)

Collaborate with learners, families, colleagues, other school professionals, and community members to advance the

profession.


24(61.5%) 14(35.9%) 1(2.6%) 0(0%) 0(0%) 6 39(100%)

17 - 21. The following items address your interactions with your academic advisor. Please read each of the following

statements and indicate your degree of agreement with the statement using the following scale: Strongly Agree,

Agree, Undecided, Disagree, Strongly Disagree.

17. I was treated professionally by my academic advisor.


25(64.1%) 13(33.3%) 1(2.6%) 0(0%) 0(0%) 6 39(100%)

18. My academic advisor was knowledgeable about the Teacher Education Program and university procedures.


19(48.7%) 16(41%) 2(5.1%) 2(5.1%) 0(0%) 6 39(100%)

19. My academic advisor was available.


25(64.1%) 10(25.6%) 3(7.7%) 1(2.6%) 0(0%) 6 39(100%)

20. My academic advisor was responsive to my needs.


22(56.4%) 13(33.3%) 0(0%) 4(10.3%) 0(0%) 6 39(100%)

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21. Comments about your academic advisor.

Text Responses

1. My academic Adviser was extremely flexible with my situation. He kept up to date on my classes and would ask questions on the third visit that he observed the first visit.

2. Seems to be forgetful. 3. [Name] always took the time to thoroughly answer any questions that I had about my education. There were

many times that she would call me to talk through a decision and any time I asked a question, she was able to help me find the answer.

4. [Name] was the best academic advisor I could have ever asked for. She went out of her way to help me in any way that I needed and was always very responsive. She made my experience so much more positive! She exceeded her role in many ways.

5. I benefitted greatly from having [Name] as my advisor. She always gave timely, constructive feedback that showcased my positives and gave suggestions for improvement. I always learned so much from her comments. She really took the time to ensure I understood how to do a certain task and why. [Name] was always available if I had a question whether by email or phone. I felt comfortable asking her about anything, and I knew she would not put me down but aid me in finding an answer. [Name] gave me the confidence I needed to go be an amazing teacher. She made me feel relaxed and have a positive, beneficial student teaching experience. I feel very lucky to have had her as a supervisor.

6. While my academic advisor was very knowledgeable about elementary education, she did not understand or know anything about my special education program.

7. Since there are so few TTT students not all of the information or questions could be answered by my advisor, and occasionally when my questions were referred to other people they did not always have the correct answer. As a result I spend the first part of my TTT and MS program with little direction until I found someone who could answer my questions and my advisor's questions.

8. I felt a little rushed during my semester meetings with my academic advisor, so I was did not always feel comfortable asking all of the questions I had. I believe that she was fairly knowledgeable about the program, however, this material could have been presented to me in a more complete fashion.

9. [Name] was FANTASTIC! Never did I feel that I was left out in the dark or uninformed of necessary information. She handled my breakdowns and freak-outs like the best professional.

10. [Name] was great to work with and was always helpful. 11. They were beneficial. 12. [Name] was great. 13. He was not very good at returning emails when I sent him anything. He would forward them on to someone else

instead of answering them himself. 14. Great guy. 15. Simply put, she was excellent and I do not have any complaints about her. 16. Wonderful people!

22 – 32. The following items address your interactions with the Office of Field Experiences, university supervisor,

cooperating teacher, and school-based administrator(s) and other school personnel. Please read each of the

following statements and indicate your degree of agreement with the statement using the following scale: Strongly

Agree, Agree, Undecided, Disagree, Strongly Disagree.

22. I was treated professionally by the Office of Field Experience staff.


21(53.8%) 14(35.9%) 4(10.3%) 0(0%) 0(0%) 6 39(100%)

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23. Comments about the Office of Field Experiences.

Text Responses

1. Not enough experience with this office to make extra comments. 2. Try to make sure students are not traveling far during Block classes. I was always placed at schools far away, and

it makes it difficult when you need to carpool with someone. 3. Very helpful, and I had no problems getting any of my questions or concerns taken care of in a timely fashion. 4. I did not have any individual meetings with the Office of Field Experiences, however, the meetings that I

participated in I feel were effective and professional. 5. Went fairly well. 6. I never had a negative experience with the OFE.

24. The cooperating teacher was prepared to work with me.


27(69.2%) 10(25.6%) 1(2.6%) 0(0%) 1(2.6%) 6 39(100%)

25. The cooperating teacher was helpful in my development as a highly effective teacher.


26(68.4%) 10(26.3%) 1(2.6%) 0(0%) 1(2.6%) 7 38(100%)

26. How often did the cooperating teacher and you engage in planning and critiquing?

Daily 2-4 times per week Once per week Less than once per week Total

26(66.7%) 5(12.8%) 6(15.4%) 2(5.1%) 39(100%)

27. Comments about your cooperating teacher.

Text Responses

1. My Cooperating teacher was wonderful. A very good example of what to aspire to be. He helped me in anything I needed help with and knew what buttons to push to make me thrive rather than just answering the questions and going.

2. [Name] was an excellent cooperating teacher. She was there for me throughout my entire student teaching experience. I learned so much from her about how to be an excellent teacher.

3. I feel truly blessed and honored to have had both of the cooperating teachers that I did for both my secondary and elementary school placements. I especially enjoyed my time with [Name] at my elementary school sight. She was instrumental in my growth and development as an elementary school physical education teacher. I feel as though I grew so much within that seven weeks with her and I cannot thank her enough for imparting so many valuable lessons onto me. I feel highly prepared to teach at the elementary school level now, which I was not as confident about going into my student teaching experience. Thanks to [Name], I can honestly say I like elementary now and feel very confident about my teaching abilities at that developmental level.

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4. I have gained so much from my cooperating teacher. I have learned so many strategies, techniques, procedures and ideas to take with me from her. She made my experience a wonderful one! She welcomed me into her classroom and allowed me to jump right in. She always explained everything to me and ensured I felt comfortable. She allowed me to use my own "spin" on things and was not set in her ways. She enabled me to learn through the experience and gave me the opportunity to do it on my own. She always gave me beneficial suggestions and helped me to grow as a teacher.

5. My cooperating teacher was great! I couldn't have asked for a better teacher! She offered me a wonderful experience.

6. My cooperating teacher was a wonderful and professional. At the end of every day I was asked how I thought my teaching went. From there we discussed what should be changed and how I would change the lesson in the future. My CT was very accommodating and supportive. I also felt that by watching my CT teach, I better understood how to improve my teaching.

7. She is great! I loved working with her! She is such a role model for both her peers and students. 8. I really wanted more constructive criticism... he actually apologized for giving me two "satisfactory" ratings when

all the rest were above satisfactory (and this persisted from week 1). 9. I loved working with my cooperating teacher and I feel that she was extremely influential in my success in

student teaching! I feel that we co-planned and co-taught effectively, and she was always willing to help and mentor me in any way needed.

10. My first cooperating teacher was very arrogant and focused on how he would or did do things. It was less about letting me make decisions and try things that suited my needs and personality and more about being like him because he was a great teacher. We had very different styles and it made it difficult. I never saw a SINGLE evaluation that he performed for me. My second cooperating teacher was night and day different. Everything was centered around me and helping me prepare to be a professional. I was truly a part of the staff and the experience was unforgettable.

11. [Name] was awesome to work with. She was very well prepared and full of wisdom. I cannot imagine having anybody else during this past semester.

12. They were very beneficial. 13. [Name] was phenomenal! 14. Great! 15. Awesome experience it made me decide to teach. 16. She was so helpful and a great cooperating teacher. 17. My cooperating teacher was fantastic. I was blessed and fortunate to have had the opportunity to work with her. 18. Wonderful and professional men to work with!

28. School-based administrators and other school personnel assisted with matters outside the classroom (e.g.,

orientation, meetings, finding materials, counseling, etc.).


24(61.5%) 10(25.6%) 3(7.7%) 2(5.1%) 0(0%) 6 39(100%)

29. Comments about school-based administrators and other school personnel.

Text Responses

1. They all worked well with me. All had positive hopes for me and wanted me to succeed in every way. 2. Everyone was super nice and welcoming! 3. My school was the very best! 4. I never really interacted with them. There was no orientation of any kind. 5. They were wonderful to work with! 6. I felt that these personnel were always available and knowledge regarding my needs.

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7. My school - based administrators were very friendly and helpful when I had questions. 8. Great. 9. Once again, only positive experiences here.

30. The university supervisor was helpful.


27(69.2%) 8(20.5%) 3(7.7%) 1(2.6%) 0(0%) 6 39(100%)

31. Contacts with my university supervisor during student teaching (including seminars, group meetings,

conferences, visits, telephone calls, and e-mail messages) were adequate.


25(64.1%) 11(28.2%) 2(5.1%) 1(2.6%) 0(0%) 6 39(100%)

32. The feedback provided to you by the university supervisor was of high quality.


26(66.7%) 9(23.1%) 3(7.7%) 1(2.6%) 0(0%) 6 39(100%)

33 – 36. Please complete the following items by checking the statement below each question that most reflects your

response.

33. How many times did the university supervisor observe your teaching?

1 2 3 4 5 6 or more Non-response Total

0(0%) 1(2.6%) 14(35.9%) 2(5.1%) 5(12.8%) 17(43.6%) 6 39(100%)

34. What was the average length of time the university supervisor spent observing you during a student teaching site

visit?

Less than 30 minutes 30 minutes to 1 hour 1-4 hours 5 or more hours Non-response Total

0(0%) 21(53.8%) 6(15.4%) 12(30.8%) 6 39(100%)

35. Comments about your university supervisor.

Text Responses

1. She was always there for me when I had a question about anything. 2. Very helpful, and great to work with. 3. He was very helpful, very strict and kept to the point.

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4. Overall, I was disappointed in my university supervisor. I felt that I could not ask my university supervisor for help. Any time I would send an email asking for clarification on an assignment, I received a reply telling me to look the instructions up in my student teaching books. Instead of assuming that I had already looked at the instructions and was still confused, she assumed that I never took the time to try to understand my homework before asking her a question. I found myself going to other teacher candidates for help instead of her. I also felt that the majority of the feedback I got from her was negative. Instead of telling me what I was doing well during her observations, she focused on what I was not doing well. This made me feel like I was incompetent and did not know how to teach. I understand the importance of identifying areas that need improvement, however I needed the positive feedback telling me that there were also areas that I was doing well in. Although I was never given a grade at my midterm evaluation, I know that other teacher candidates were. My assumption is that this was because I was doing well and she did not want me to start slacking off, however at that point, I needed some reassurance that I was doing alright. I did not feel like I got any positive feedback or encouragement until the very end of my placement. It would have been nice to feel encouraged throughout the process and not just at the end.

5. My university supervisor was very helpful and a big part of my success! She pushed me to my wits ends at times, but that is what made me the excellent teacher that I feel as though I am today. She knew what I could handle, what I was capable of and she demanded nothing but my best. I am truly grateful for all of her advice, feedback, and criticisms because they improved my growth and development tremendously.

6. [Name] was the best supervisor that I could have asked for. She made the experience so much less daunting and always went out of her way to help. She always put in the extra time to help us in ways other supervisors did not. She helped us make connections between our tasks and our placements and never created extra, unnecessary work. She has so much experience in the classroom, which led to meaningful advice. I am so thankful she was my supervisor!

7. Love! 8. My university supervisor was wonderful! She was always quick to respond to questions or concerns. She was

always offering beneficial feedback to tasks, lessons, and teaching experiences. 9. My US was amazing! She was very helpful, and made the student teaching experience less stressful than what I

imagined. Her practical experience showed through her evaluations, and helped to give me ideas for future lessons.

10. She is a great resource for me. She was helpful and prompt. 11. [Name] was very helpful and provided tons of feedback, and was always understanding about some classroom

situations that occurred that were out of my control. 12. I feel that my university supervisor provided me with great feedback and was always positive about my

development as a teacher. She was always willing to answer my questions as well. 13. None. 14. [Name] got me through student teaching. She always told us what needed to be done and where to find

directions on how to do it. She always went above and beyond what was expected of her! 15. Rarely was engaged in my teaching and what was occurring in the classroom. 16. My university supervisor was very helpful, however they did not complete three visits, only 2. However, I did

keep in touch and made several emails and phone calls to the supervisor so I wasn't completely out of the loop. 17. He was able to get his points across in a very friendly manner. Something is a somewhat negative quality he said

it in a way that I was comfortable in understanding and appreciating. 18. [Name] was fantastic, I really learned a lot from him and he was always full of knowledge and constructive

feedback. I am grateful to have had him as a University Supervisor. 19. At first I was frustrated because he held me to a much higher standard than his other student teachers.

However, in the end, it helped me become a better teacher. 20. Sometimes unprofessional around students. Students were creeped out by him sometimes. 21. Great to work with and was very proactive! 22. Great! He was very helpful since he was from that school and knew some of those students also.

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23. My university supervisor was excellent. She clearly stated what she expected of us (student teachers) and was available at any time (text, call, email, google +, etc).

24. Very helpful and always willing to listen!

36. Comments about your student teaching placement.

Text Responses

1. My placement was great. 2. I loved my school. It was very beneficial and great students to help me in my student semesters. 3. I loved the school, the students, the facilities, and other teachers. The corporation was a great place to visit and

would be wonderful to teach at. 4. Overall, I enjoyed my student teaching placement. I loved the school that I was at and I loved the students that I

got to teach. I am glad that I went home to student teach. I have found that it has opened up many job opportunities for me. The principals in the area already know me and have heard good things about me from the people I worked with during my placement. This has given me an advantage in looking for a job. As much as I enjoyed my student teaching placement, I felt that my Purdue requirements were an unwelcome guest in my classroom. Being observed every single week made me focus too much on one lesson instead of my entire week of lessons. The amount of work required for each of my assignments took my attention away from my students.

5. I thoroughly enjoyed both of my placements. At first I was not a fan of my elementary school placement being a 45 minute drive away from my home, but it proved to work out very nicely and my cooperating teacher at that placement was extremely instrumental in my learning and development as a teacher so it worked out very nicely! I loved how my secondary placement was literally only two minutes away from my house and very convenient as far as time was concerned. I also enjoyed the opportunity to experience the difference of a private school over the typical public schools I had taught in prior to that placement.

6. I had a very positive student teaching experience. I always wished for more instruction time, but had a very positive experience overall. It seemed as though each student teaching experience was very different. I am thankful for everyone I got to work with!

7. Love! 8. I loved it! I had a great teaching experience and couldn't have asked for a better school to spend my time. 9. I could not be any happier with my student teaching placement. My school's staff was helpful and enlightening. I

loved spending my time with such dedicated and hardworking educators. 10. Love it! 11. I did not like having it split between two teachers - it was hard to interact with one of them because I was almost

always in the other building. 12. I enjoyed my placement, but did not get placed until after we returned from Christmas break which left me a

shorter amount of time to prepare and observe the classroom. 13. I really enjoyed my teaching placement! I loved being in a fifth grade room with an amazing cooperating teacher.

The school also had a very supportive staff that was fun to work with and also encouraging in my development throughout the semester. I feel that the principal was excited to provide me with professional development opportunities, and also was conscience of my needs as a student teacher.

14. It was a great way for me to grow as a teacher and to get to know how to set up my classroom. I learned so much!!!

15. The teachers and students were wonderful. 16. I loved my teaching placement! Great program, great school with excellent teachers. 17. Wonderful facilities and resources. 18. Eastern Hancock was fantastic, the principal was fantastic. 19. I really enjoyed my placement site and would highly recommend a student teacher go there again to the school

and the cooperating teacher really helped me grow into the teacher I wanted to become. 20. Awesome experience. 21. Great couldn’t ask for a better place!

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22. Great school to learn. Big school so good for me coming from a small school. 23. My student teaching placement was near perfection. I had a wonderful experience at the school I was placed

that and I'm actively seeking a position there. My CT, the staff, and students were simply splendid. Great great great great great placement.

24. Loved it!!!

37 – 40. Please complete the following items by checking the statement below each question that most reflects your

response.

37. Please tell us about your future plans (Select all that apply).

38. Overall, how satisfied are you with your teacher education program.

Very Satisfied Satisfied Undecided Dissatisfied Very Dissatisfied Total

12(30.8%) 23(59%) 4(10.3%) 0(0%) 0(0%) 39(100%)

39. Areas of Academic Strength in specific courses (content and professional education), instructors, and faculty.

Text Responses

1. The faculty in the teacher education program are very helpful and knowledgeable about the field of education. 2. Agriculture, Math, Science, all the agronomy classes 3. I really enjoyed having TIP experiences. I learned the most from being in a classroom with real students applying

what I had learned. 4. I thought that BIO 205 was the most helpful science class in helping me think of ways to make connections

between what I had learned and what I would teach. My science methods class in block five was also very helpful. I really enjoyed my literacy classes and feel prepared to teach very well in this content area. I had many positive field experiences as well. You learn the most out in the field!

5. My special education courses were the most helpful and practical in my education. They greatly helped me understand what it meant to be an educator. I do not think I would have been prepared for student teaching if it had not been for my special education program. I found that reading courses were impractical in that they did not prepare me for all of the assessments that go into progress monitoring and data collection. [Names] were great educators.

6. I really enjoyed all of the blocks! With a focus on literacy I feel that these classes really prepared us for the 90-minute reading block required in classrooms today.

7. Contact hours and time out in the schools. Our field had a great deal of exposure and focus on interacting with students that made student teaching much easier.

8. Plant and soil science. 9. Everyone was very helpful in preparing me for my future career. 10. Knowledge of the subjects. 11. Methods, and faculty 12. Courses themselves, plan of studies (from history to political science; economics is adequate), most instructors,

Advisors, OFE, Student Placement, Teaching. 13. I enjoyed getting to know [Name] on a more personal level when she had to take over teaching for [Name]. It

made the observation aspect of ST much less scary! 14. Very specific courses.

Accepted a

teaching job

Still seeking a

teaching job

Accepted a non-

teaching job

Still seeking a non-

teaching job

Continuing my

schooling

Other

Total

6(14%) 26(60.5%) 2 (4.7%) 2(4.7%) 3 (7%) 4 (9.3%) 43(100%)

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40. Areas Needing Academic Improvement in specific courses (content and professional education), instructors, and

faculty.

Text Responses

1. Less time should be spent on discussions and projects about diversity because this is an innate characteristic in those wanting to be educators, otherwise they would not have the level of empathy needed to be a teacher. Also, this topic is covered in most teacher education courses in great length.

2. I think we need a class or part of a class to go over grading and how to grade. 3. Meat Science, English 108, FNR 103 4. I wish that I had been in a classroom more before starting student teaching. I had never seen a day start to finish

before my first day of student teaching. I had never been in a classroom for more than a few hours a few days a week. As much as I enjoyed being in the classrooms, I wish I could have had more experience before student teaching.

5. Special Education and English Language Learners education at Purdue is somewhat weaker. I think that there should be more time put into this to obtain a degree, as it is simply more relevant in real life. Classes that could be shrunk into less semesters would be the science classes. This would leave more time for education classes for exceptional learners. A practicum for special education would be extremely helpful.

6. I feel that the reading courses should focus more on data collection and assessment. Specifically using things such as MCLASS.

7. LES Purdue format is absurdly unpractical (math ed methods) - NO ONE can write 5 page lessons for multiple subjects on a daily basis. Thanks to your insistence on this format, we go into student teaching unprepared for planning daily lessons. Please get rid of the redundancy (goals, purpose, objectives seem to me to be similar enough that I shouldn't have to write the same thing three times) and find a way to merge this student-centered instruction with reality. Although I appreciate the focus on getting students engaged in real problem-solving, the burden of writing these lesson plans completely undermines your attempts to convince us that this is a good way to teach - at this moment, I will be happy if I never hear the phrase "LES" again. The program overall is filled with way too much busy work. I will never be able to use anything I did for any of my required education classes. The parameters within which I had to complete them (e.g. extremely short page limits for large projects) made them all feel unprofessional when I was done, and I know they do not represent my best work.

8. I think that education classes that we take need to be adjusted for all students. They give us a lot of information, which is good. But many of the classes are directed towards regular elementary or secondary teachers. They do not take into account students that are in specialized areas. Professors or TAs failed to connect the information to all subjects. When students from special areas share ideas in class, whoever is in charge sometimes doesn't know how to respond because circumstances would be different within our subjects.

9. It would be nice to include some field experiences when taking a methods class where towards the end of the methods class the students could co-teach or even teach a lesson at a school, or have a few teachers from local schools provide some feedback on a few of the students lessons.

10. There needs to more of a focus on how to properly instruct mathematics in the classroom. I feel that we put too much of a focus on science classes and need to instead have more classes that focus on math concepts and teaching techniques.

11. A greater focus on teaching in the health classroom. That was a shot in the dark with limited experience teaching health and a great deal of practice teaching PE. A more adequate adaptive physical education program that actually trains students to work with individuals with disabilities in the school setting.

12. Landscape. 13. I feel that with my program we needed more experience with developing lesson plans and have more time in the

classroom. 14. Discipline and following through with directions.

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15. I wish that as Agriculture Education students we could take our content courses, like BTNY 110 or AGRY 375, as an education type class where we could match what we learn there with what we would teach and write lesson plans as we learned the material. Also AGRY 320 is a horrible class, I hate how we have 2-3 DIFFERENT PROFESSORS in one semester. It is way too hard for what we need as a teacher. An additional 200 level course should be designed for aged where it is designed better for our information that is needed.

16. Landscaping and Ag Mechanics need a lot of help. 17. I think the methods course needs upgraded. Communication/expectations/dates needs to be present for the

course otherwise it's a cluster. Look at economics but do not radically degrade/change it. 18. More communication from the Field Placement in regards to Student Teaching.

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