Item Global Global Secondary Secondary Total students who applied Total placements requests Requests returned “Unable to Place” (UTP) by corporation 284 (27.3%)129(18.8%)102 (33%)45 (17.7%) Students delayed for academic reasons 28 (4.4%)6 (<1%)9 (4.5%)2(<1%) Students delayed for personal reasons 16 (2.5%)13 (2.2%)5 (2.5%)2 (<1%) Students started Placements cancelled due to performance Issues 10 (1.6%)11 (1.9%)4 (2.1%)8 (5%) Total students completing student teaching in , (98.9%)542 (94.7%)183(97.9%)140 (94.5%)

Placement Process  The Student Teaching Office was successful in making 82% of secondary placements on the first try  Students in secondary programs are most likely to cancel their placement for academic or personal reasons, including:  English  Social Studies

Additional Cancellation Detail Of the total cancellations, the following additional outcomes have been recorded:  2 students completed a “2 nd chance” placement in  3 students were moved to for student teaching  3 students dropped their program in education

Program Item (Global) SecondaryMathematicsScience Social Studies English World Languages Health Placement Requests (685) UTP Requests (129 – 18.8%) 45 (26%)5 (26%)016 (25%)14 (34%)8 (66%)2 (11%) Total Students (572) Academic Cancellation (5) Personal Cancellation (13) Performance Cancellation (11) Total Cancellation (30 – 5.2%) 8 (5%) 1 (6%) 4 (8%) 2 (5%) 0 (0%) Total Completion (542) Application – Completion Success Rate (96%) 95%94%93%92%95%100%

Issue Global/Total Secondary Mathematics Science Social Studies English World Languages Health General Ed. GPA General Ed. Incomplete Content Area GPA Content Area Incomplete Cumulative GPA Professional Ed. Courses (C rule) Professional Ed. Incomplete Area of Concentration GPA Area of Concentration Incomplete Total

 Culminating Surveys are completed at the end of each placement by the student and supervising teacher.  Items on the survey include:  Items specific to the student’s preparation  Items specific to their supervision  Items specific to the student teaching process

Question Student teacher Supervising teacher Prepared to assume teaching responsibilities4.4 Prepared to assess student learning and growth4.3 Prepared to integrate state academic standards into lesson plans Prepared to individualize instruction to reach all children

 Top areas identified as strengths by student teachers: 1. lesson planning 2. subject area/content 3. state academic standards.

 Top areas identified as strengths by supervising teachers: 1. subject area/content 2. lesson planning 3. understands teacher responsibilities.

 The same three primary areas were identified as weaknesses by both supervising teachers and student teachers: 1. classroom management 2. individualized instruction 3. assessment skills

1.I was prepared to assume teaching responsibilities. 2.I was prepared to assess student learning and growth. 3.I was prepared to integrate state academic standards into lesson plans. 4.I was prepared to integrate state standards into assessments. 5.I was prepared to individualize instruction to reach all children. 6.I was prepared to manage my classroom. 7.I was prepared for the student teaching experience in my subject/content area.

Q1Q2Q3Q4Q5Q6Q7 English/Language Arts (n=35) Mathematics (n=11) Social Studies (n=52) World Languages (n=18) Health (n=14) Science (n=11) Secondary (n=130)

1.The student teacher was prepared to assume teaching responsibilities. 2.The student teacher was prepared to assess student learning and growth. 3.The student teacher was prepared to integrate state academic standards into lesson plans and assessments. 4.The student teacher individualized instruction to reach all children. 5.The students made significant progress in their learning during the student teacher’s full time teaching phase.

Q1Q2Q3Q4Q5 Global n= Secondary n= Mathematics n= Science n= Social Studies n= English n= World Languages n= Health n=

Indiana University student teachers at evaluated by the University Supervisors at the midterm and end of their student teaching experience. The University Supervisors use a rubric designed around the six guiding principles:  Knowledge  Learning Environment  Personalized Learning  Community  Reflection  Growth The following tables show the midterm evaluation, the final evaluation, and the change for each of the guiding principles.

ItemPrinciple- KnowledgeMidtermFinalChange K1Demonstrates knowledge of student learning and development K2 Demonstrates knowledge of content, state standards and resources K3 Demonstrates an understanding of a variety of assessment strategies K4Demonstrates the ability to develop comprehensive lesson plans ItemPrinciple- Learning EnvironmentMidtermFinalChange E1Plans and demonstrates classroom management E2Develops a positive physical environment E3Develops a positive social environment E4Develops a positive academic environment E5 Provides positive transitions in classroom and learning communities

ItemPrinciple- Personalized LearningMidtermFinalChange P1Develops lessons that reflect individual student ability levels P2Develops lessons that are creative, engaging and are appropriate P3 Develops instructional activities that address multiple learning styles P4Builds productive learning relationships with students ItemPrinciple- CommunityMidtermFinalChange C1Acquires an understanding of the community and students’ lives C2Communicates with parents effectively C3Becomes a productive member within the school

ItemPrinciple- ReflectionMidtermFinalChange R1Reflects upon oneself in writing R2Uses reflection to improve instruction R3Identifies ways to improve as a professional ItemPrinciple- GrowthMidtermFinalChange G1Acts professionally and appropriately G2 Accepts constructive criticism and suggestions and incorporates them G3Accepts all professional responsibilities G4Demonstrates an understanding of current issues G5Refines continuously an individual philosophy of teaching

1.Performance data reflect positive change and growth. 2.Students historically have difficulties with classroom management. 3.Students who had a second chance at student teaching succeeded. Better prepared More mature Different environment