BEST Survey Results: Feeding Information Back to Institutions of Higher Education Scott W. Brown, Ph.D. Teachers for a New Era Project University of Connecticut

Linking to TNE Design Principle 1: Data-based decision making Using data to make decisions about teacher preparation and the Neag School and all IHEs –Changing curriculum –Collecting additional data –Monitoring change and effects –Impacting teacher induction Design principle 3 –Teacher preparation as a clinical practice

What Beginning Teachers Tell Us About Support (Year 1 teachers) Areas for teachers needing support % needing support # needing support Preparation of BEST portfolio Special education inclusion Using assessment to modify instruction BEST program requirements Integrating technology into classroom learning Differentiating instruction

General Pedagogical Skills Scale items – The teacher preparation program that recommended me for certification prepared me for the following aspects of my first year on the job: Lesson planning strategies Teaching content/skills in a context meaningful to students Developing effective assessments of student achievement Classroom management Being reflective about my teaching Differentiating instruction Instructional strategies specific to my discipline/content area Promoting students’ critical/higher order thinking skills Use of assessment information to modify instruction Evaluating student achievement

General Pedagogical Skills

Special education/inclusion practices Working with culturally diverse student populations Integrating technology into classroom learning Literacy strategies Numeracy strategies

Specialized Pedagogical Skills

I was satisfied with the interactions I had with my BEST-assigned mentor or mentor team regarding the following: The number of times we met professionally Discussions about my planning, teaching or assessment strategies Opportunities available to schedule quality time together (e.g., release time, planning periods) Encouragement to be reflective about my teaching Up-to-date knowledge about the BEST portfolio requirement and/or willingness to learn more about it The overall professional development experience

Satisfaction: Year 1 vs. Year 2 Teachers

Major Findings for IHEs Multiple areas where significant numbers of beginning teachers wanted, but did not receive support Year 1 beginning teachers were significantly more satisfied with their interactions with their mentors, than Year 2 teachers Beginning teachers want training and preparation in the development of their BEST Portfolio as students There needs to be a stronger link between the BEST process and IHEs