Teachers for A New Era Neag School of Education Teacher Preparation Program’s Fall 2008 Common Entry Survey Results Teachers for A New Era (TNE) Teacher Education Assessment Committee Burcu Kaniskan Mary E. Yakimowski March 17, 2009

Overview Purpose Key Research Questions Results Recommendations 2

Purpose The purpose of this survey is to obtain: Demographic information, Future goals and intentions of the participants in the program Participants’ self efficacy, priority and their perception of their skills on classroom teaching Participants’ future teaching plans 3

Key Research Questions What are the students’ demographic background information such as age, gender, ethnicity, primary language spoken at home? What are the goals of participants at Neag School in terms of areas of major, minor and level of focus? How do the participants identified their priorities with regard to as a teacher or their skills as an educator? What are the overall response of students’ self efficacy on classroom teaching? What do students think about they will most likely to teach? 4

Sample The present analysis included :  77 juniors from the IB/M program,  13 from the Music Education program, and  1 student from the TCPCG program. 5

6 Demographic Information N %N% Gendercurrentprevious Female Male Race and/or Ethnicity Black or African American White or Caucasian Multiple Ethnicity or Other Age Primary language spoken English French Other

Highest level of education of parents Current Mother Prev. mother Current Father Prev. father N% N%N%N% Some elementary school some high school completed high school some jun. comm. college completed jun. comm. Col some college completed college some graduate school completed grad. school

8 High School TypeN cur.% cur.N prev% prev. Charter/magnet private (non-religious) private (religious) public High School Location rural suburban urban High School SES Low SES Middle SES High SES High Sch. Ethnic Composition Primarily students of color A mix of both students Primarily White students High School Achv. Level A low achieving school An aver. achieving sch A high achieving school

9 current N % Previous N % Early childhood Elementary school Middle school High school Level of Focus in the Program * * More than one choice was allowed

Subject specialties Cur. N Cur. % Prev. N Prev. % Bilingual; ESL English Foreign Language Math Music Science Special Education Social studies Agricultural Education Other Subject Specialties Planned by Students

11 Fields for Students outside of education in which students plan to major Cur. N Cur. % Arts (e.g., Fine Arts, Drama, Music, Design) 66.7 Biology22.2 English (e.g., English Literature or Composition)88.9 Mathematics (e.g., Statistics)44.4 Other Humanities (e.g., History, Philosophy, Religious Studies)55.6 Social Sciences (e.g., Econ, Sociology, Anthr, Political Science)33.3 Business or Professional studies (e.g., Agriculture, Architecture, Law) Ethnic or Global Studies (e.g., African-Amer or Latin-American Studies) Chemistry Engineering or Computer Science Foreign Languages Geology or Earth Science General Studies or Other Interdisciplinary Studies (e.g., Family Studies) Physics Psychology

12 Fields for Students outside of education in which students plan to major Prev. N Prev. % Arts (e.g., Fine Arts, Drama, Music, Design) Foreign Languages English (e.g., English Literature or Composition, Psychology Social Sciences (e.g., Econ, Sociology, Pol. Science) Biology Business or Professional studies (e.g., Agricul, Architect, Law) Chemistry Engineering or Computer Science Ethnic or Global Studies (e.g., Afr.-Amer or Latin-Ame. study Geology or Earth Science General or Other Interdisciplinary Studies (e.g., Lib./Fam. Study) Mathematics (e.g., Statistics) Other Humanities (e.g., History, Philosophy, Religious Studies) Physics

13 Fields for Students outside of education in which students plan to minor cur. N cur. % Arts (e.g., Fine Arts, Drama, Music, Design) Biology0.0 English (e.g., English Literature or Composition) Mathematics (e.g., Statistics)0.0 Other Humanities (e.g., History, Philosophy, Religious Studies)0.0 Social Sciences (e.g., Econ, Sociology, Anthr, Political Science) Business or Professional studies (e.g., Agriculture, Architecture, Law) Ethnic or Global Studies (e.g., African-Amer or Latin-American Studies) Chemistry Engineering or Computer Science Foreign Languages Geology or Earth Science General Studies or Other Interdisciplinary Studies (e.g., Family Studies) Physics Psychology

14 Descriptive Statistics of student’s self efficacy measures (1>5) Cur. MCur. SD 1. Provide stimulating lessons for students Motivate students to participate in academic tasks Change the way to present material … accommodate all students Create learning experiences that are meaningful to students Know what procedures to follow if … disabled Implement a variety of teaching strategies to … non native English Teach even the most challenging students Effectively address classroom management issues Get along well with students who struggle with behavioral issues Facilitate learning for all of your students Adapt curriculum to accommodate individual differences Develop a strong rapport with your students Teach students with different cultural backgrounds from your own Integrate educational technology into your lessons Effectively teach special education students Respect cultural backgrounds different from your own Use effective classroom assessment strategies Use formalized assessment results Develop a strong rapport with parents of your students Use computers effectively in the classroom Help your students better learn to use technology Know all the content AVERAGE

15 Having a positive personal relationship with your students Cur. N Cur. % Prev. N Prev. % Helping your students learn the required content Motivating your students to be engaged in school Priorities Identified-I Students were asked to rank the three statements based on what their most important priority is as a teacher (1 - most important priority; 3 -least important priority).

16 Cur. NCur. %Prev. NPrev. % Ability to establish rapport with students (- your strongest skills /qualities as an educator; 5 – their least strong skills/qualities as an educator Classroom management skills Command of content knowledge Lesson planning skills NA NA NA NA NA Lesson implementation skills

17 Cur. N Cur % Prev. N Prev. % Location Rural Suburban Urban SESLow SES Middle SES High SES EthnicityPrimarily students of color A mix of both students Primarily white students Achievemen t Lev. A low achieving school An average achieving school A high achieving school Schools they most like to teach

18 Cur. NCur %Prev. NPrev. % Location Rural Suburban Urban SESLow SES Middle SES High SES Ethnicity Primarily students of color A mix of both students Primarily white students Achievement Lev. A low achieving school An average achieving school A high achieving school School the participants think they will actually end up teaching for the majority of their career

Recommendations Based on these results, the following are our recommendations regarding the administration of this survey: 1) Continue to administer 2) Administer factor analysis on self-efficacy 3) Administer the exit survey and compare to the results of entrance surveys 4)Work with teacher education on the areas that recur as “need” areas (i.e., classroom management, lesson planning skills, lesson implementation skills) 5) Chance the name of the survey 19

Teachers for A New Era Neag School of Education Teacher Preparation Program’s Fall 2008 CommonEntry Survey Results