office of professional preparation & licensure teacher ......in november 2014 and april 2015,...

Office of Professional

Preparation & Licensure

Teacher Education Program Exit Survey

2014-2015

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Purdue University Teacher Education Program Exit Survey

2014-2015

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

2014-2015 survey is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core

Teaching Standards.

In November 2014 and April 2015, 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 85 Fall 2014 and 157 Spring/Summer 2015 student teachers. The response rate for the survey follows:

Fall 2014: 33% (Out of 85 student teachers, 28 responded)

Spring 2015: 13.4% (Out of 157 student teachers, 21 responded)

A total of 49 student teachers responded for an overall return rate of 20.3%. Approximately 35% of the survey

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

education majors. The response rate increased from 15.3% in 2013-2014 to 20.3% in 2014-2015.

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.

95% of the 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 (99%) 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.

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.

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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 (96%) 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 (99%) 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.

All of the respondents believed that they had been treated professionally by their academic advisors, and 90% of the

candidates 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 (96%) believed that they were treated professionally by the Office of Field Experiences staff.

Most candidates (96%) believed that their student teaching cooperating teachers were prepared to work with them

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

80% of the candidates 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 49 respondents completed more than one licensure program (e.g., Elementary Education &

Exceptional Needs: Mild Intervention). 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 15 100%

Art Education 2 10 20%

Early Childhood Education and Exceptional Needs: Mild Intervention 1 12 8%

Elementary Education 13 82 16%

Elementary Education and Exceptional Needs: Mild Intervention 4 25 16%

English (Language Arts) Education 4 27 15%

Exceptional Needs: Mild Intervention (Undergraduate Level Initial) 0 0 N/A

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

Family and Consumer Sciences Education 2 9 22%

French Education 0 0 N/A

German Education 0 0 N/A

Dual: Health and Physical Education 0 3 0%

Mathematics Education 3 15 20%

Physical Education 0 8 0%

Science: Chemistry 1 4 25%

Science: Earth/Space Sciences 0 0 N/A

Science: Life Sciences (Biology) 0 6 0%

Science: Physics 0 2 0%

Social Studies 3 19 16%

Spanish Education 0 0 N/A

Technology Education 0 2 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. 48 4.2 0.6

3

I recognize that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas. 47 4.2 0.6

4

I can design and implement developmentally appropriate and challenging learning

experiences. 48 4.2 0.8

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. 48 4.3 0.7

6.a

I can work with others to create environments that support and encourage: - individual learning. 48 4.2 0.7

6.b

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

collaborative learning. 48 4.3 0.7

6.c

I can work with others to create environments that support and encourage:-positive

social interaction. 48 4.4 0.7

6.d

I can work with others to create environments that support and encourage:-active

engagement in learning. 48 4.4 0.8

6.e

I can work with others to create environments that support and encourage:-self-

motivation. 48 4.1 0.8

4

Item Statement

Number of

responses Mean

Standard

Deviation

7

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

teach. 47 4.1 0.6

8

I can create learning experiences that make the discipline accessible and meaningful

for learners to assure mastery of the content. 47 4.1 0.6

9.a

I understand how to connect concepts and use differing perspectives to engage

learners in:-critical thinking. 46 4.1 0.6

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. 45 4.0 0.6

10.a

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

own growth. 46 4.0 0.6

10.b

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

progress. 46 4.1 0.6

10.c

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

students' decision making. 46 4.1 0.6

11.a

I can plan instruction that supports every student in meeting rigorous learning goals

by drawing upon my knowledge of: content areas. 46 4.2 0.6

11.b


by drawing upon my knowledge of: curriculum, cross-disciplinary skills, and

pedagogy. 46 4.0 0.6

11.c


by drawing upon my knowledge of learners and the community context. 46 4.1 0.5

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. 46 4.1 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. 46 4.1 0.6

13 I engage in ongoing professional learning. 46 4.3 0.6

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). 46 4.2 0.6

15 I can adapt practice to meet the needs of each learner. 46 4.1 0.7

16.a

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

student learning to ensure his/her growth. 46 4.2 0.6

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. 46 4.1 0.6

Data for items 17-21 are located on page 8-10.

17 I was treated professionally by my academic advisor. 46 4.4 0.7

18

My academic advisor was knowledgeable about the Teacher Education Program and

university procedures. 46 4 1

19 My academic advisor was available. 46 4.2 0.9

20 My academic advisor was responsive to my needs. 45 4 0.9


22 I was treated professionally by the Office of Field Experiences staff. 46 4 0.7

24 The cooperating teacher was prepared to work with me. 46 4.4 0.7

25 The cooperating teacher was helpful in my development as a highly effective teacher. 45 4.3 0.7

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Item Statement

Number of

responses Mean

Standard

Deviation

26

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

conferences? 46 3 0.9

28

School-based administrators and other school personnel assisted with matters outside

the classroom (e.g. orientation, meetings, finding materials, counseling, etc.). 46 3.9 0.9

30 The university supervisor was helpful. 45 4.1 0.8

31

Contacts with my university supervisor during student teaching (including seminars,

group meetings, conferences, visits, telephone calls, and e-mail messages) were

adequate. 46 4.1 0.8

32 The feedback provided to you by the university supervisor was of high quality. 46 4.1 1


33 How many times did the university supervisor observe your teaching? 46 2 1.3

34

What was the average length of time the university supervisor spent observing you

during a student teaching site visit? 46 2.6 0.8


38 Overall, how satisfied are you with your teacher education program? 46 3.8 0.8

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 Disagree Disagree Undecided Agree Strongly Agree Non-response Total

0(0%) 1(2%) 1(2%) 30(61%) 16(33%) 1 49

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

linguistic, social, emotional, and physical areas.


1(2%) 1(2%) 1(2%) 20(41%) 24(49%) 2 49

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


1(2%) 0(0%) 2(4%) 23(47%) 22(45%) 1 49

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.


1(2%) 0(0%) 1(2%) 29(59%) 17(35%) 1 49

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

Individual learning.


1(2%) 0(0%) 1(2%) 21(43%) 25(51%) 1 49

Collaborative learning.


1(2%) 0(0%) 1(2%) 20(41%) 26(53%) 1 49

Positive social interaction.


1(2%) 1(2%) 0(0%) 18(37%) 28(57%) 1 49

Active engagement in learning.


1(2%) 1(2%) 0(0%) 21(43%) 25(51%) 1 49

Individual learning.


1(2%) 0(0%) 6(12%) 22(45%) 19(39%) 1 49

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


0(0%) 0(0%) 4(8%) 24(49%) 19(39%) 2 49

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

mastery of the content.


0(0%) 0(0%) 3(6%) 30(61%) 14(29%) 2 49

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

Critical thinking.


0(0%) 0(0%) 3(6%) 23(47%) 20(41%) 3 49

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


0(0%) 0(0%) 2(4%) 24(49%) 19(39%) 4 49

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

Engage learners in their own growth.


0(0%) 0(0%) 1(2%) 30(61%) 15(31%) 3 49

Monitor learner progress.


0(0%) 1(2%) 0(0%) 27(55%) 18(37%) 3 49

Guide my own and my students’ decision making.


0(0%) 0(0%) 2(4%) 25(51%) 19(39%) 3 49

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

knowledge of:

Content areas.


0(0%) 0(0%) 0(0%) 24(49%) 22(45%) 3 49

Curriculum, cross-disciplinary skills, and pedagogy.


0(0%) 0(0%) 2(4%) 29(59%) 15(31%) 3 49

Learners and the community context.


0(0%) 0(0%) 0(0%) 30(61%) 16(33%) 3 49

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

Develop deep understanding of content areas and their connections.


0(0%) 0(0%) 0(0%) 30(61%) 16(33%) 3 49

Build skills to apply knowledge in meaningful ways.


0(0%) 0(0%) 1(2%) 25(51%) 20(41%) 3 49

13. I engage in ongoing professional learning.


0(0%) 0(0%) 0(0%) 21(43%) 25(51%) 3 49

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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).


0(0%) 0(0%) 1(2%) 23(47%) 22(45%) 3 49

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


0(0%) 0(0%) 5(10%) 21(43%) 20(41%) 3 49

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

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


0(0%) 0(0%) 2(4%) 22(45%) 22(45%) 3 49

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

profession.


0(0%) 0(0%) 1(2%) 26(53%) 19(39%) 3 49

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.


1(2%) 0(0%) 0(0%) 9(18%) 36(73%) 3 49

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


1(2%) 3(6%) 3(6%) 17(35%) 22(45%) 3 49

19. My academic advisor was available.


1(2%) 2(4%) 1(2%) 14(29%) 28(57%) 3 49

20. My academic advisor was responsive to my needs.


1(2%) 1(2%) 4(8%) 13(27%) 26(53%) 4 49

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21. Comments about your academic advisor.

Text Responses

1. I was not told about the licensing meeting in the spring semester even though I am student teaching in the fall semester more than 50 miles away from Purdue.

2. [Name] was sick a lot, and in many cases just gave me links to access instead of answering my question. 3. My Advisor was very tolerant of numerous email requests and concerns, She was very supportive, accessible,

and very encouraging. 4. [Name] is an excellent academic advisor. When I'd go into meetings she didn't jump right into my course list

because she'd ask how I was doing and how everything was going. [Name] would take time to make sure I was signed up for all of my courses that I needed. When I decided to go for 4 1/2 years instead of just 4 years she was able to adjust my course list and make sure I got in all of my courses. She would promptly respond to my emails and make sure I didn't need anything else if I asked a question. Even though she had many students, she always made me feel like I was important and wanted me to succeed.

5. My advisor changed in my years at Purdue. Originally I had [Name] - She was on top of things. She was great and knew everything that we needed to be successful. The new advisor we were given was not very knowledgeable or helpful. She even forgot to give me my graduation candidate code.

6. There were many times where [Name] seemed unprepared for meetings, confusing my schedule with other students, she did not demonstrate the knowledge of the Teacher Education program that an adviser should have, and many times seemed relatively clueless of what was going on.

7. Sometimes, my advisor wanted me to take classes that SHE wanted. Other times, she was very open to my suggestions. I felt like I was being pushed down a path I didn't want to go at times.

8. [Name] and all of the professors and advisors of Agricultural Education were personable, helpful, and did a wonderful job in making my college career a successful one.

9. Very enjoyable to work with [Name]. Generally, he was very helpful when I needed help 10. He was great to work with and will be missed in Ag Ed. 11. [Name] is great at her job; she is professional, friendly, wise, and she cared about my professional development. I

am very thankful I was under her wing for 3 years! 12. [Name] was my advisor and she was extremely helpful in anything that I needed help with. She was always

available and was a great advisor. 13. [Name] is wonderful! I contacted her all the time with questions, and she had answers that were very clear to

me. She always treated me like she knew me well, and I love that! 14. Always a great support system and helped me through the tough times of education and celebrated my

achievements. 15. My advisor was fantastic and incredibly positive. [Name] is one of the best! 16. My advisor caused me to have to stay two extra year because she advised me to take 3 hard upper level math

classes at once. 17. I think that licensure students should have a separate advisor than my master’s advisor because she was not

always aware of the procedures and things I needed to do for my licensure. 18. My academic advisor, [Name], was absolutely phenomenal. Every time I needed anything throughout my

experience at Purdue, she was there. She would meet with me to work out my crazy schedule so that I could still participate in activities and organizations that I loved. She would also answer any question I had via e-mail within hours. She was easy to talk to and really helped me decide how to organize my future. She was always there to listen to my successes, but she also would listen to my complaints and suggestions to add to specific courses. Overall, [Name] was a phenomenal advisor, and I hope to keep in touch with her as I move on in my career.

19. [Name] always had a positive attitude, big smile, and encouragement to share. She was always willing to answer any questions I had, or at least point me in the right direction of where to ask next. I emailed her almost every time I had to make my schedule with another question and she always responded promptly and happily.

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20. [Name] was very helpful when it came to any questions I had. He makes it a point to always get back with you as soon as he can. He is very knowledgeable about Agriculture Education and if there is something he does not know he is sure to find out for you.

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.


0(0%) 1(2%) 1(2%) 27(55%) 17(35%) 3 49

23. Comments about the Office of Field Experiences.

Text Responses

1. I have had nothing but good interactions with OFE staff. Especially [Name]. He's the bomb. 2. The Office of Field Experiences is an incredible staff of professionals that are willing to work with students and

get them the services they need. I think Purdue truly has a wonderful group here. 3. I liked how clear they made things. 4. Little interaction with this staff. Only for placements and outside of this little to no communication. 5. I have had no issues with the office of field experiences. They have been very professional and have done their

job so smoothly that I many times forgot they were there (not in a bad way).

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


0(0%) 1(2%) 1(2%) 10(20%) 34(69%) 3 49

25. The cooperating teacher was helpful in my development as a highly effective teacher. Strongly Disagree Disagree Undecided Agree Strongly Agree Non-response Total

0(0%) 1(2%) 2(4%) 7(14%) 35(71%) 4 49

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

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

3(6%) 7(14%) 16(33%) 20(41%) 49

27. Comments about your cooperating teacher.

Text Responses

1. My CT was amazing and she was a great mentor. 2. This was my CT's first experience. She was very effective in modeling strategies and procedures for me, and was

very supportive. In addition, through her I was able to gain experience on the R.T.I committee and Mastery Learning programs at my school. I could not have asked for a better experience or a better CT!

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3. My cooperating teach did an excellent job of preparing me to become a full time teacher. He also encouraged my growth in learning and understanding how to deal with students. I really enjoyed having the autonomy and capability to be creative in the way that I taught. Overall, I would suggest my cooperating teacher to any science education major who has a drive to be a teacher but may not have the confidence to battle a large school setting.

4. He's been a wonderful teacher for me to emulate. His relationship with the students is his priority. 5. My cooperating teacher shared a plentiful amount of knowledge during my time in her room. I could not have

asked for a better CT because we co-taught, co-planned, and connected very well. She welcomed me into her room and instantly made me feel comfortable. She is a veteran teacher and had a lot of knowledge to share with me. We would swap resources back and forth to make sure we were learning and sharing. This was essential in our collaboration time and I am thankful for my experience with my CT.

6. [Name] is an amazing teacher. She is one of the best I've ever seen and I am so happy I had the opportunity to work with her. Future Purdue students that receive a placement at Crawfordsville Middle School will gain so much experience from working with [Name].

7. I learned so much from my cooperating teacher. He really did a great job of helping me plan as well as gave me feedback on what I can do to become better in the future. I really learned so much from my field experience in his classroom, and enjoyed every minute of it.

8. My cooperating teacher, [Name], is an amazing and inspiring individual. He encouraged me and motivated me every day to be a better teacher and helped in building my confidence and made me believe that teaching was the correct career choice for me. I would recommend him in every way and is someone I consider to be a lifelong friend and mentor.

9. [Name] and [Name] are great teachers at Prairie Heights. I would recommend their program to all future students in Agriculture Education that will have to student teach.

10. She's awesome!!! 11. I absolutely love my cooperating teacher. I had two for El Ed student teaching, and it was hard to work with one

of them because Purdue only required the other to go to meetings with me. My sped teacher was wonderful, but that program was poorly set up...

12. My cooperating teacher was amazing. She slowly gave me responsibilities as I was ready and constantly gave me feedback on how to improve. I am so glad my CT was so cooperative and helpful.

13. I loved my cooperating teacher! She was helpful and taught me a lot of things about being a great teacher! 14. My cooperating teacher, [Name], was absolutely phenomenal. She was very engaged in my learning and my

successes. She would sit down with me regularly to plan and explain what she did in the classroom and why. She also gave me so many opportunities from my first day to engage in the classroom and with the students. When I was in charge of the class, she let me be the lead teacher. She would let me handle situations as I thought was best. She also gave me so much freedom to plan engaging and exciting lessons. I loved that I had this much freedom within the classroom because it greatly helped me grow as an individual. Even though [Name] gave me so much freedom, she was also very involved in having me reflect on my teaching and giving me suggestions. I think this involvement was perfect for me because it not only allowed me to learn for myself, but it also allowed me to have the guidance necessary to be successful.

15. My cooperating teacher was a joy to work with. She was very helpful. She showed me multiple resources to help me not only grow as a person but as a teacher. She is full of information and always made sure to share that information with me.

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

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


0(0%) 3(6%) 6(12%) 17(35%) 20(41%) 3 49

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

Text Responses

1. The school-based administrators and other school personnel tremendously helped me feel like family among the staff and helped me when I struggled.

2. Crawfordsville Middle School has an excellent group of administrators and school personnel that want to see student teachers succeed, and are willing to help them in any way possible.

3. Owen Valley High School staff and administration was extremely helpful and always open to meetings and answering any questions I may have had.

4. I absolutely love the entire staff! 5. Everyone within the school was very friendly and made me feel welcome at the school. My school principal

interacted with me greatly and was very willing to help me as a future educator. She sat and discussed the job search process with me, critiqued my resume, gave me a mock interview, and even observed two of my lessons. Having [Name]’s involvement was very helpful to my development, and I am very grateful for her assistance.

6. The administrators at Benton Central were very helpful while I was student teaching. If I ever had problems they were very willing to help out wherever needed! At the end of my experience, the assistant principal called me into her office to talk to me about how my student teaching experience went. It was great to hear all the compliments that she had heard and told me about from students and staff. The principal also told me that if I ever needed a reference then he would love to give me one.

30. The university supervisor was helpful.


0(0%) 2(4%) 3(6%) 13(27%) 27(55%) 4 49

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

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


0(0%) 2(4%) 3(6%) 18(37%) 23(47%) 3 49

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


0(0%) 5(10%) 1(2%) 14(29%) 26(53%) 3 49

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%) 0(0%) 18(39%) 3(7%) 5(11%) 20(44%) 3 49

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%) 23(47%) 10(20%) 13(27%) 3 49

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35. Comments about your university supervisor.

Text Responses

1. [Name] is a very positive and helpful supervisor. She responded quickly and sent weekly emails indicating what we should be prepared for each week.

2. [Name] was one of the most helpful people I have met through Purdue. Not only was she knowledgeable in all aspects of student academic needs, but she gave advice that I think only a true educator could give. She has a deeper insight on the life of a teacher because she was a principal in CPS for many years. [Name] was one of the reasons why my student teaching experience was so amazing and for that I am grateful.

3. Awesome 4. My university supervisor did a great job supervising me, however, his comments from his observations were not

helpful in my growth to becoming a better teacher. His observation comments were often vague. I often times were also unsure about what expectations he was expecting of me.

5. [Name] has been very constructive of my teaching. He was always ready to give me practical advice and assistance with any problems I had.

6. My US was helpful and gave me advice when she observed my lesson. She would answer questions about different tasks and make sure to help me when I had a question. It would take time for her to get back to me sometimes, but when she did it was helpful advice. She made sure to come in and observe every other week. Our seminars were also helpful because she would listen to us and ask about our teaching placement. She cared about our experience and wanted us to succeed in our student teaching placement.

7. My university supervisor was great and helpful. 8. [Name] was a helpful supervisor, but wasn't always timely with things or clear of dates, times, etc. 9. I felt like my student teaching supervisor was very distant. She didn't seem personally invested in my learning the

way that my cooperating teacher did. I felt like her feedback was not high-level at all, and she also was not very flexible or reliable. While I do think her interests were in the right place, I also didn't feel very comfortable accepting her "criticism" or "advice" because it often didn't seem to be relevant to what I was doing. I would rate her as average. Not great, not terrible.

10. Best teacher I have ever had. 11. [Name] was AMAZING! I was so nervous the first time she came to observe and she put me right at ease and was

so easy to talk to. She understands what it’s like being in the classroom and knows that some things don't go the way you want to and was very understanding. Always easy to get ahold of, always had great advice and constructive criticism. She made sure to keep me on task without being nagging and did a great job of molding me into the teacher I am today. She is someone I consider to be a mentor, a friend, and someone I could contact no matter what with any question.

12. Very helpful and professional 13. Great to work with 14. Very insightful and helpful 15. My supervisor was helpful to me whenever I needed anything. She gave me good feedback after observing my

student teaching so that I could be better prepared. 16. I love how I can contact her with any questions, and she will have a clear answer. She also has such quick

suggestions after observations. I would take a day to come up with a way to make the lesson better, and she knew them ten minutes after the lesson was over.

17. Loved my supervisor! Such a great support system and mentor. Always offered up advice on what you could do better but did it in a tasteful way. Always available to answer questions and give support when needed.

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18. My university supervisor was unprepared and often times not helpful in providing specific and positive feedback. Communication was at an unacceptable rate with messages not being sent at all or too many messages in a single day. In the early stages I was just told if I did a good job or things I did well. After this grace period my supervisor was highly critical and didn't provide many opportunities for improvement. I felt as I was forced to comply with the demands of my supervisor and I had little to no say about my performance or teaching ability. Luckily my CT was very helpful and backed my side in issues related to the classroom. When I was given feedback I wasn't able to consider its implications and integration I had to bring these items into my teaching without question. While I appreciate the formality and identification of areas I could improve, I believe that this individual needs greater experience as a supervisor before she is effective in her role as supervisor for the university.

19. [Name] was the greatest university supervisor I could have asked for! She was caring and helpful, but also encouraged us to reach our full potential as teachers. She has so much insight and is one of the most influential people I have met throughout my teacher education.

20. He was excellent. He gave great advice but also told me about my strengths. 21. Always willing to help 22. [Name] did a great job as a university supervisor. She gave great feedback to me after observing my lessons, and

I worked hard to integrate it into my classroom. The seminars were engaging for the most part, at least as engaging as they could be. [Name] tried to make them interactive and beneficial to us students. The only thing I had an issue with was how much [Name] liked to discuss a lesson after observing it. Although I loved to reflect on my lesson, many times it cut into my lunch or prep hour. When I lost 30 minutes of my lunch or prep (I only got 45 minutes) it was difficult to be productive. I think [Name] needs to become more streamlined in her discussions about lessons so that it does not take away crucial time from the CT and TC. Overall, I think [Name] did a great job.

23. [Name] was such a blessing to have as a university supervisor. He had wonderful constructive criticism and kept me very on task during the entire period of student teaching.

24. My university supervisor was very helpful! She was always helping me stay on top of what needed to be done during my experience. If there was something I needed to improve on, she made sure she let me know in a constructive criticism way. I was very happy that she was very willing to work with me and help me grow as a person and a teacher.

36. Comments about your student teaching placement.

Text Responses

1. I loved my placement and my cooperating teacher. 2. My placement at Belding Elementary in Chicago was spectacular. Right from day 1, both my CT and principal

treated me as an employee at their school. The staff was welcoming and offered help whenever it was needed. The school atmosphere was positive and I could tell that the school valued education very much. I only hope that one day I can teach at a school as amazing at Belding.

3. Just what I wanted 4. I loved my student teaching placement. As a result of my student teaching placement, I have earned a job

working with them after graduation. 5. Hamilton Southeastern is an amazing school for any Purdue student to be placed at! It's a large school, but I

believe it's ranked 7th in the state among high schools. 6. My student teaching placement was more than I could ask for because I was able to experience a lot of different

aspects of education that I had not seen in my field experiences around Purdue. Geist Elementary was a perfect location for a teacher candidate. Sometimes it was overwhelming, but I was being challenged in many ways. They do a lot of professional development, which was a great experience for me since I will soon be a part of the "teacher world." I was also placed in a high-ability class and it gave me a different perspective about high-ability placements. Geist is a wonderful school and I would recommend sending future candidates there.

7. My first placement was great. The administration was awesome, and my cooperating teacher was fantastic. My second placement was not as good. My cooperating teacher was not as supportive and helpful. And the administration was not around much.

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8. Crawfordsville Middle School is a phenomenal school from the staff to the students. I highly recommend sending not just English Education students, but any students who are willing to make the commute. They will gain so much knowledge and positive experience from this school.

9. I could not have asked for a better placement. 10. I loved my student teaching placement. The school did an awesome job at welcoming me, and I always felt

comfortable. My cooperating teacher helped me so much. Overall, I would give my student teaching placement a 10/10.

11. My placement at Owen Valley could not have been more perfect. Location wise it was 10 minutes from my house in a small town that I have lived next to my entire life. Academic and class offering wise it was also a great fit. The school has a goat farm and a small animals lab which I was able to hone my animal science knowledge in. The administration, staff, students, and [Name] were welcoming and did everything they could to help me and make me feel at home. I could not have been placed in a better school.

12. Great community and school! 13. It was great, I'm excited to be a part of the Wawasee crew 14. It was great! The entire experience was outstanding! 15. Pike High School is a great school! 16. I was placed close to my home which was what I had requested so I was very happy about that. I was placed at

Westville High School and everyone there was very accommodating and I really enjoyed the interaction with the other teachers there.

17. I love my placement. They have high expectations of me, and they include me in everything!!! 18. Placement was not too far and at a great school. I could not have asked for a better classroom or climate to start

my teaching. 19. I loved Cumberland Elementary. The teaching and administrative staffs are incredibly welcoming and helpful. I

was never scared to ask a question or for advice from anyone! 20. i am very happy with my teaching placement. 21. My student teaching placement was amazing. I would not change it for the world. 22. Absolutely loved being at Jennings County. The diversity, and uniqueness of the program was wonderful to see.

Along with my cooperating teacher! 23. My placement at Benton Central Jr./Sr. Highschool. It was great to have a school that is very willing to work with

you along with students who adapted to you as a teacher very quickly. There is a strong community backing at Benton Central and it was great to get to know the community, administration, staff and students!

24. I loved my placement and my cooperating teacher.

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).

37. Please tell us about your future plans.

Choice: Other (Please specify in text box)

Text Responses

1. will see what the future has to offer, first. 2. offered a teaching position 3. Substitute Teaching

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

10(20%) 29(59%) 2(4%) 3(6%) 2(4%) 5(10%) 49

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

Very Dissatisfied Dissatisfied Undecided Satisfied Very Satisfied Total

1(2%) 1(2%) 2(4%) 31(63%) 11(22%) 49

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

Text Responses

4. Reading and Pedagogy 5. Block 1 was the only reason why I chose to student teach in Chicago. I learned things in that Block that I am still

using, 4 years later. I also thought Block 5 with [Name] was a really great block. The inquiry based learning process is important for us to learn before student teaching. [Name] and [Name] were great professors who I asked for advice many times, even after I wasn't a student of their anymore.

6. I feel Purdue has academic strength in the teacher preparation program in the educational psychology course (EDCI 235) and the education for special needs (EDCI 265).

7. [Name] and [Name] are two faculty who stand out in my Purdue experience. Both of these instructors are committed to the students and their profession, and created a classroom experience where I was actually excited to learn the material and participate. I had [Name] for Geometry, and [Name] for Proof and Analysis, as well as the supervised teaching of college algebra class. The supervised teaching of college algebra, in my opinion, is the best class I took overall in my 4.5 years at Purdue. It's an actual teaching experience before student teaching, and I know it made me much more comfortable in front of a group of students.

8. I felt very prepared for these parts of my student teaching experience: / -Assessment / -Working with Others / -Completing the tasks, especially reflections, required for the Teacher Education program /

9. Professor [Name] is hands down the best instructor in the teaching of English Education. 10. Education 11. The Ag Ed classes, including Methods and YDAE 318 were very good courses that really prepared me for

teaching. [Name], [Name], and [Name] are wonderful professors/advisors and do a great job of getting us ready for the career we have chosen.

12. Professor [Name] was the best professor I have had. I would not be this successful without her help. 13. Great in planning for FFA program and classroom instruction. 14. We definitely learned a lot of content knowledge. I feel that I am very well prepared with that aspect of the

education program. 15. The staff is welcoming. / I love the amount of ideas we got to use. / I love the TIP experiences. Give more!! 16. [Name], [Name], and [Name] were all fantastic instructors that helped develop me as a teacher. 17. This is a continuation of a survey that left this blank. My computer accidentally sent it through before I filled in

this page. There were many strong professors and courses in this program that I will truly remember forever. The content and the teaching in these courses have greatly benefited me. / [Name] (BIOL 205 and 206) / [Name] (EDCI 270) / [Name] (EDPS 460 and 462) / [Name] (EDPS 265) / [Name] (EDPS 459) / [Name] (EDCI 325) / [Name] (ECON 219) / [Name] (EDCI 363). I learned so much in the above courses. The teachers were all very engaged and involved in my learning. I implement what I learned in these classes as a teacher today.

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

faculty.

Text Responses

1. Was not taught about the Daily 5 at all during Teacher Education program, yet it is one of the most important and stressed aspects at my school (Read to Self, Read to Someone, Hi-Tech Reading, Write About Reading, Word Work). Would have liked to develop a resume throughout the teacher education program within the block classes with supervision from the professors.

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2. In general, I think that Purdue should assign a uniform template for lesson planning that all Blocks follow. Each semester I had to "learn" a new way to produce lesson plans and it wasted time that I could have spent trying to deepen my understanding on how to teach the aspects of the lesson. The template that is suggested for student teachers to use would be great for all of the Blocks to use. It would also make the transition to student teaching seamless. In addition, I think there was a learning gap in my college education with regards to differentiation and assessments. I honestly knew nothing about assessments until I began preparing for student teaching. I am not sure what block this was taught in, but I definitely did not learn enough.

3. Students need more hours of field experience prior to block VI. I do not feel that I was fully aware of went in to teaching on a day-in/ day-out basis. Students need more opportunity to engage in classroom management- they get literally none prior to block VI, and then it's very difficult to develop strategies under fire from the CT and US. Management is the deciding factor in all experiences in "student teaching" and it is difficult to succeed without it. Despite [Name]'s course, there is no substitute for experience. Are pre-service doctors thrown in to surgery without any experience? / I would also like to see more electives offered to help round out a liberal arts degree. How can a teacher be fully effective if they are not more culturally rounded coming out than they were when they went in?

4. More in-class time before student teaching 5. Purdue needs academic improvement in the teacher preparation program in science methods and more TIP

time. Going into student teaching, I did not feel that I had had enough time in the classroom prior to student teaching. As a secondary education major, there should be more TIP opportunities for secondary majors throughout the program to balance out the amount of content specific courses that are taken.

6. I had [Name] for differential equations and it was rough. As a professional instructor, the way that he instructed our class was not good. He never learned any of our names. He was not clear on the way the course was curved, so many of us did not even know if we would pass. I was scared of failing and ended up with a B and I really have no way to know why. The assignments were extremely difficult and he did not seem able to explain the material to the class adequately.

7. I felt these areas needed improvement: - Classroom Management Skills - Differentiation (even among high-ability students) or how to challenge higher learners - Planning and organizing lessons for the week

8. Content- Interior Design, Personal Finance- the course at Purdue does not talk at all about what we will need to know to teach our students Adult Roles and Responsibilities

9. I found that YDAE 319 was not very comprehensive and I struggled to understand what I was supposed to gain from that class. Also, although I feel [Name] is a nice individual I don't think I would place him a good instructor.

10. More instruction needed on coaching FFA activities and CDE's. 11. I feel that the final course was extremely hectic and I felt that the teachers needed to collaborate more regarding

when assignments needed to be completed. 12. We need more math courses. / Special education did not provide me with enough experience and preparation.

The practicum was not what it needed to be. 13. Special education classes need work in terms of relating the information to non-special education teachers. 14. WE NEED TO LEARN HOW TO WRITE RESUMES SOONER!!!!!! Pretty much every single major other than

education has some sort of class or seminar that focuses on how to write a resume. Even if it is a one hour lecture in EDCI 205 at the very beginning of the program, then that would be very helpful. As I was writing my resume, I felt that this program did not prepare in the slightest for writing an effective resume nor applying/interviewing for jobs. I hope this can be somehow integrated into the program so that students do not feel flustered when they are applying for jobs at the end of their program.

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15. I wish there had been a seminar course (I would say an hour a week for 6-8 weeks) about halfway through our program that focused on writing resumes and interviewing skills. I feel that would have been greatly beneficial to have started before I began my student teaching and looking for a job. I think this would be much more helpful than only having the OPPL and CCO available as a resource. I also wish courses with TIP placements would list the corresponding local school when registering for the course. For example, one of my TIP placements was in a charter school. Had I known ahead of time, I would have registered for a different section of the course. I felt that my placement at that school did not further my teacher education preparation. Since many schools are headed in the direction of STEM instruction, I wish the STEM section for Block V had been available when I took it. I truly think I would have benefitted from learning about the STEM format of teaching.

16. Special needs including iep's need to be covered to at least some extent. 17. Need more practical time in the classroom and more assignments and opportunities that will prepare us for the

classroom. really put us in teacher roles when doing assignments, make assignments connect all semester as if we were teaching

office of professional preparation & licensure teacher ......in november 2014 and april 2015,...

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