Valley City State University

Valley City State University
Student Teaching Response Form Exit Survey Data Fall 2001-Spring 2006 View Raw Data View Results Through Presentation

Student Teaching Response Exit Survey Home Page
To view the individual survey questions, click on the buttons in the lower right corner of each slide. Click on the buttons below to view final summaries. Specific Semester Summary Individual Survey Questions (A-1) Assessment of Assessment Overall Summary

Student Teaching Response Overall, how would you rate the quality of instruction in the Division of Education? Semester Summary Page Click on the buttons below to look at the overall student satisfaction summaries. Fall Spring 2003 Spring 2002 Fall Fall Spring 2005 Spring 2003 Fall 2005 Fall Spring 2006 Home Page

Early Childhood Elementary Education Secondary Education
Final summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? (Fall 2001-Fall 2006, 10 semesters) Student Teacher Responses: Early Childhood 82.1% Very Satisfied,16.6% Somewhat Satisfied, 1.3% Neither Satisfactory nor Unsatisfactory Elementary Education 78.7% Very Satisfied, 20.9% Somewhat Satisfied, 0.4% Neither Satisfactory nor Unsatisfactory Secondary Education 65.9% Very Satisfied, 32.5% Somewhat Satisfied, 1.6% Neither Satisfactory nor Unsatisfactory Home Page Instrument and Data Question A-1

Question A-1. How often did you supervise non-instructional activities (recess, lunch, gymnasium, playground, or hall duty?) Early Childhood (29.5%) Frequently (17.9%) Often (24.4%) Sometimes (11.5%) Seldom (16.7%) Never Elementary (17.1%) Frequently (15.7%) Often (32.8%) Sometimes (22.6%) Seldom (11.8%) Never Secondary (13.2%) Frequently (14.0%) Often (26.4%) Sometimes (23.2%) Seldom (23.2%) Never Observation: the younger the placement, the greater the probability the student teacher will be involved with the students a higher percentage of the day. Question A-2 Home Page 10 semesters of data, Fall 2001 – Spring 2006

Question A-2. Did you bring, develop, provide or suggest any new or different instructional materials or ideas? Early Childhood (30.8%) Frequently (41.0%) Often (28.2%) Sometimes (0.0%) Seldom (0.0%) Never Elementary (21.3%) Frequently (41.1%) Often (35.2%) Sometimes (2.4%) Seldom (0.0%) Never Secondary (16.3%) Frequently (41.9%) Often (38.7%) Sometimes (2.3%) Seldom (0.8%) Never Observation: Though student teachers learn from cooperating teachers, student teachers feel they are contributing to the cooperating schools by bringing in ideas and materials. Home Page Question A-3 10 semesters of data, Fall 2001 – Spring 2006

Question A-3. Did you work with (e. g
Question A-3. Did you work with (e.g. instruct, counsel, tutor) individual pupils? Early Childhood (62.8%) Frequently (21.8%) Often (14.1%) Sometimes (1.3%) Seldom (0.0%) Never Elementary (56.8%) Frequently (29.3%) Often (12.2%) Sometimes (1.4%) Seldom (0.3%) Never Secondary (29.5%) Frequently (32.6%) Often (26.3%) Sometimes (7.0%) Seldom (4.7%) Never Observation: time and attention are important to individual pupils whether our student teachers are leading the classroom or assisting the cooperating teacher. Home Page Question B-1 10 semesters of data, Fall 2001 – Spring 2006

Early Childhood Elementary Secondary
Question B-1. To what extent did you feel your cooperating teacher and school benefited from your presence as a student teacher? Early Childhood (75.6%) A great deal (24.4%) Somewhat (0.0%) Not at All (0.0%) Don’t Know Elementary (78.4%) A great deal (21.6%) Somewhat Secondary (63.6%) A great deal (33.3%) Somewhat (0.8%) Not at All (2.3%) Don’t Know Observation: many student teachers enter the profession wanting to make a difference, it is encouraging they feel their cooperating teacher and school benefited from their presence. Home Page Question B-2 10 semesters of data, Fall 2001 – Spring 2006

Question B-2. To what extent did you assume the teaching load of your cooperating teacher(s)? (at the maximum) Early Childhood (85.9%) % (11.5%) % (2.6%) % (0.0%) % (0.0%) Less than 20% Elementary (87.5%) % (7.3%) % (4.9%) % (0.3%) % (0.0%) Less than 20% Secondary (89.9%) % (9.3%) % (0.8%) % 20- 39% Less than 20% The percent in cardinal indicates the percentage of student teachers who selected the range of teaching load as indicated in black. (Options as answers to the question.) Observation: specific circumstances may require further explanation. This data is important for university supervisors and the director of student teaching to be aware of. Home Page Question B-3 10 semesters of data, Fall 2001 – Spring 2006

Question B-3. At what point in time during your student teaching experience did you assume your maximum teaching load? Early Childhood (6.4%) During 1st week (19.2%) During 1st quarter (25.6%) During 2nd quarter (46.2%) During 3rd quarter (2.6%) After 3rd quarter Elementary (2.1%) During 1st week (12.9%) During 1st quarter (25.8%) During 2nd quarter (47.0%) During 3rd quarter (12.2%) After 3rd quarter Secondary (17.1%) During 1st week (35.6%) During 1st quarter (26.3%) During 2nd quarter (17.1%) During 3rd quarter (3.9%) After 3rd quarter Observation: k-6 student teachers appear to be assuming their maximum load at a more gradual rate. Over 50% of secondary student teachers are experiencing a full load within their first three weeks. Home Page Question B-4 10 semesters of data, Fall 2001 – Spring 2006

Early Childhood Elementary
Question B-4. How clearly did your cooperating teacher define your role of authority? Early Childhood (43.6%) More than adequately (44.9%) Adequately (10.3%) Less than adequately (1.3%) Very inadequately Elementary (57.5%) More than adequately (35.9%) Adequately (4.2%) Less than adequately (2.4%) Very inadequately Secondary (44.2%) More than adequately (46.5%) Adequately (7.7%) Less than adequately (1.6%) Very inadequately Observation: cooperating teachers are clearly communicating the student teacher’s role in approximately 90% of the placements, when roles are not clear student teachers should be encouraged to communicate with their university supervisors or director of student teaching Home Page Question B-5 10 semesters of data, Fall 2001 – Spring 2006

Question B-5. To what extent did you assume the extra curricular responsibilities of your cooperating teacher(s)? Early Childhood (19.2%) Frequently (30.8%) Often (25.6%) Sometimes (6.4%) Seldom (17.9%) Never Elementary (21.6%) Frequently (27.2%) Often (30.6%) Sometimes (9.1%) Seldom (11.5%) Never Secondary (5.4%) Frequently (19.3%) Often (25.6%) Sometimes (17.1%) Seldom (32.6%) Never Observation: any unwanted extra curricular responsibilities a student teacher might encounter should be communicated with the university supervisor director of student teaching. Home Page Question B-6 10 semesters of data, Fall 2001 – Spring 2006

Question B-6. How frequently did your cooperating teacher(s) observe your teaching of the class?
Early Childhood (42.9%) Frequently (41.4%) Often (15.7%) Sometimes (0.0%) Seldom (0.0%) Never Elementary (45.5%) Frequently (41.8%) Often (10.7%) Sometimes (2.0%) Seldom Secondary (28.6%) Frequently (45.7%) Often (22.9%) Sometimes (2.9%) Seldom (0.0%) Never Observation: cooperating teachers are not leaving student teachers alone nor without feedback. (next question) Home Page Question B-7 10 semesters of data, Fall 2001 – Spring 2006

Question B-7. How many hours per week did your cooperating teacher spend conferring and giving feedback? Early Childhood (41.0%) Frequently (29.5%) Often (23.1%) Sometimes (6.4%) Seldom (0.0%) Never Elementary (37.6%) Frequently (35.5%) Often (20.6%) Sometimes (5.6%) Seldom (0.7%) Never Secondary (27.1%) Frequently (39.5%) Often (27.9%) Sometimes (5.5%) Seldom (0.0%) Never Observation: this question needs to be modified. The more feedback our student teaching can get the better. Home Page Question B-8 10 semesters of data, Fall 2001 – Spring 2006

Question B-8. How often did you supervise non-instructional activities (e.g., lunch duty, study halls, coaching, playgrounds, chaperoning, coaching, etc.) for other regular staff members who did not have student teachers? Early Childhood (9.0%) Frequently (12.8%) Often (29.5%) Sometimes (19.2%) Seldom (29.5%) Never Elementary (7.7%) Frequently (7.0%) Often (27.4%) Sometimes (32.1%) Seldom (25.8%) Never Secondary ( 8.5%) Frequently (11.6%) Often (19.4%) Sometimes (20.9%) Seldom (39.6%) Never Observation: if this occurs too often it could be problematic for the student teacher. The university supervisor or director of student teaching should be contacted. Home Page Question B-9 10 semesters of data, Fall 2001 – Spring 2006

Question B-9. How much help has the college coordinator (university supervisor) provided you? Early Childhood (79.5%) All the help that was necessary (14.9%) Most of the help that was needed (5.1%) Some of the help that was needed (1.3%) Little of the help that was needed (0.0%) Refused requests for help (0.0%) None of the help that was needed Elementary (71.1%) All the help that was necessary (16.0%) Most of the help that was needed (10.1%) Some of the help that was needed (2.4%) Little of the help that was needed (0.3%) None of the help that was needed Secondary (59.7%) All the help that was necessary (20.9%) Most of the help that was needed (15.5%) Some of the help that was (1.6%) Little of the help that was (0.0%) Refused requests for help (2.3%) None of the help that was Observation: elementary student teachers have the most adjunct faculty hired. Early Childhood and Secondary students have VCSU methods teachers supervise them most often. There are some out-of-area supervisors hired. Home Page Question B-10 10 semesters of data, Fall 2001 – Spring 2006

Question B-10 Generally, what is your feeling about the quality of the student teaching program of Valley City State University? Early Childhood (48.7%) Exceeding high quality (43.6%) High quality (6.4%) Good quality (1.3%) Poor quality (0.0%) Extremely poor quality (0.0%) Unable to judge Elementary (44.9%) Exceeding high quality (46.0%) High quality (9.1%) Good quality (0.0%) Poor quality Secondary (47.3%) Exceeding high quality (46.5%) High quality (6.2%) Good quality (0.0%) Poor quality (0.0%) Extremely poor quality (0.0%) Unable to judge Observation: over 90% at least “high quality” is encouraging feedback for the supervisors, division assistant, and director. Cooperating teachers in the field and supervisors, who are often full-time VCSU faculty, make a huge impact on the students’ experience and opinion of the program. Home Page Question B-11 10 semesters of data, Fall 2001 – Spring 2006

Question B-11. How well do you feel you were prepared for student teaching?
Early Childhood (53.8%) Very well prepared (38.5%) Well prepared (7.7%) Adequately prepared (0.0%) Minimally prepared (0.0%) Very poorly prepared Elementary (45.6%) Very well prepared (40.5%) Well prepared (13.9%) Adequately prepared (0.0%) Minimally prepared (0.0%) Very poorly prepared Secondary (36.4%) Very well prepared (41.9%) Well prepared (20.9%) Adequately prepared (0.0%) Minimally prepared (0.8%) Very poorly prepared Observation: education and methods courses, six-week courses, and the director of student teaching interviews (for details about student teaching) all help prepare students for the student teaching experience. Home Page Question B-12 10 semesters of data, Fall 2001 – Spring 2006

Question B-12. How adequately informed were you regarding the legal status of a student teacher? Early Childhood (28.2%) More than adequately (64.1%) Adequately (6.4%) Less than adequately (1.3%) Inadequately Elementary (25.8%) More than adequately (64.5%) Adequately (9.4%) Less than adequately (0.3%) Inadequately Secondary (25.6%) More than adequately (71.3%) Adequately (3.1%) Less than adequately (0.0%) Inadequately Observation: a high percentage feel at least adequately informed. The goal should be to increase the percent of “more than adequately”. Home Page Question B-13 10 semesters of data, Fall 2001 – Spring 2006

Secondary Early Childhood Elementary
Question B-13. Self-Evaluation: rate your teaching personality in your ability to work with children. Secondary (82.9%) Very Satisfactory (16.3%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.8%) Very Unsatisfactory Early Childhood (98.7%) Very Satisfactory (1.3%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (99.0%) Very Satisfactory (1.0%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory Observation: Only 1 of 494 surveys did not rate their teaching personality well. Intro, Practicum field experiences help candidates, cooperating teachers, and faculty learn about dispositions and whether students really want to be working with children. Home Page Question B-14 10 semesters of data, Fall 2001 – Spring 2006

Question B-14. Self-Evaluation: rate your teaching personality in your ability to work with colleagues. Early Childhood (87.2%) Very Satisfactory (12.8%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (92.3%) Very Satisfactory (7.4%) Somewhat Satisfactory (0.3%) Neither Satisfactory nor (0.0%) Somewhat (0.0%) Very Unsatisfactory Secondary ( 79.8%) Very Satisfactory ( 18.6%) Somewhat Satisfactory (1.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: A high percentage of graduates feel ready to collaborate with colleagues in the schools. Home Page Question B-15 10 semesters of data, Fall 2001 – Spring 2006

Question B-15. Self-Evaluation: rate your teaching personality in your ability to work with parents.
Early Childhood (64.1%) Very Satisfactory (33.3%) Somewhat Satisfactory (2.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Elementary (67.9%) Very Satisfactory (30.0%) Somewhat Satisfactory (1.8%) Neither Satisfactory nor Unsatisfactory (0.3%) Somewhat Secondary (42.6%) Very Satisfactory (45.0%) Somewhat Satisfactory (12.4%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: Though this area is rated highly by student teachers, it is an area we can communicate as faculty as to which how often we are discussing Interaction with parents. Home Page Question B-16 10 semesters of data, Fall 2001 – Spring 2006

Question B-16. Rate your general knowledge and understanding of: Sciences and Mathematics.
Early Childhood (59.0%) Very Satisfactory (41.0%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Elementary (61.0%) Very Satisfactory (36.6%) Somewhat Satisfactory (2.4%) Neither Satisfactory nor (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Secondary (31.8%) Very Satisfactory (40.3%) Somewhat Satisfactory (24.8%) Neither Satisfactory nor Unsatisfactory (0.8%) Somewhat (2.3%) Very Unsatisfactory Observation: We may want to consider separating science and mathematics knowledge into two different questions. Elementary majors must teach both subjects, but secondary majors may or not teach either of these two subjects. College algebra will be added for Elementary majors in the fall of 2006. Home Page Question B-17 10 semesters of data, Fall 2001 – Spring 2006

Question B-17. Rate your general knowledge and understanding of: Humanities
Secondary (23.3%) Very Satisfactory (52.7%) Somewhat Satisfactory (21.7%) Neither Satisfactory nor Unsatisfactory (2.3%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Early Childhood - (51.3%) Very Satisfactory - (44.9%) Somewhat Satisfactory - (3.8%) Neither Satisfactory nor Unsatisfactory - (0.0%) Somewhat Unsatisfactory - (0.0%) Very Unsatisfactory Elementary - (58.9%) Very Satisfactory - (36.6%) Somewhat Satisfactory - (4.5%) Neither Satisfactory nor - (0.0%) Somewhat Unsatisfactory - (0.0%) Very Unsatisfactory Observation: the humanities are part of the liberal arts foundation at VCSU. Elementary majors teach in all fields where secondary majors may have a greater interest in their specific content area. Overall, a high percentage of students feel satisfied with their humanities knowledge. Home Page Question B-18 10 semesters of data, Fall 2001 – Spring 2006

Question B-18. Rate your general knowledge and understanding of: Social Sciences Early Childhood (57.7%) Very Satisfactory (39.7%) Somewhat Satisfactory (2.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (65.9%) Very Satisfactory (30.0%) Somewhat Satisfactory (3.8%) Neither Satisfactory nor (0.3%) Somewhat Unsatisfactory Secondary (25.6%) Very Satisfactory (52.7%) Somewhat Satisfactory (18.6%) Neither Satisfactory nor Unsatisfactory (2.3%) Somewhat (0.8%) Very Unsatisfactory Observation: Elementary majors will have one more credit added to the social studies methods course to add content and teaching opportunities. Home Page Question B-19 10 semesters of data, Fall 2001 – Spring 2006

Question B-19. Rate your general knowledge and understanding of: Your ability to use the English language effectively. Early Childhood - (65.4%) Very Satisfactory - (30.8%) Somewhat Satisfactory - (3.8%) Neither Satisfactory nor Unsatisfactory - (0.0%) Somewhat Unsatisfactory - (0.0%) Very Unsatisfactory Elementary - (72.1%) Very Satisfactory - (27.2%) Somewhat Satisfactory - (0.7%) Neither Satisfactory nor Secondary (61.2%) Very Satisfactory (29.5%) Somewhat Satisfactory (7.7%) Neither Satisfactory nor Unsatisfactory (1.6%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: this is important for all educators and a high percentage of VCSU graduates feel confident. All faculty can promote effective use of the English language. Home Page Question B-20 10 semesters of data, Fall 2001 – Spring 2006

Question B-20. Rate your general knowledge and understanding of: Your knowledge and understanding of the subjects which you teach. Early Childhood (84.6%) Very Satisfactory (15.4%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (73.2%) Very Satisfactory (26.5%) Somewhat Satisfactory (0.3%) Neither Satisfactory nor Secondary (80.6%) Very Satisfactory (19.4%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Observation: Educator confidence in their knowledge of what they teach is critical to classroom success. Home Page QuestionB-21 10 semesters of data, Fall 2001 – Spring 2006

Question B-21. Rate your understanding of children and youth: Insight into causes of behavior. Secondary (40.3%) Very Satisfactory (51.9%) Somewhat Satisfactory (7.8%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Early Childhood (57.7%) Very Satisfactory (38.7%) Somewhat Satisfactory (2.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (59.2%) Very Satisfactory (39.7%) Somewhat Satisfactory (1.1%) Neither Satisfactory nor (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: the data may help our division understand our graduates’ perspective and help us discuss what we teach and emphasize in our classes. Home Page Question B-22 10 semesters of data, Fall 2001 – Spring 2006

Question B-22. Rate your understanding of children and youth: Skill in working with exceptional children. Secondary (34.1%) Very Satisfactory (52.7%) Somewhat Satisfactory (10.9%) Neither Satisfactory nor Unsatisfactory (2.3%) Somewhat (0.0%) Very Unsatisfactory Early Childhood (57.7%) Very Satisfactory (38.5%) Somewhat Satisfactory (3.8%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (50.9%) Very Satisfactory (45.6%) Somewhat Satisfactory (3.1%) Neither Satisfactory nor (0.4%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: this response question improved over last semester. The responses are positive, yet we can look at improvement in each area of the curriculum. Home Page Question B-23 10 semesters of data, Fall 2001 – Spring 2006

Question B-23. Rate your understanding of children and youth: Skill in maintaining discipline.
Early Childhood (56.4%) Very Satisfactory (42.3%) Somewhat Satisfactory (1.3%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (55.7%) Very Satisfactory (43.3%) Somewhat Satisfactory (1.0%) Neither Satisfactory nor Secondary (47.3%) Very Satisfactory (45.0%) Somewhat Satisfactory (7.0%) Neither Satisfactory nor Unsatisfactory (0.7%) Somewhat (0.0%) Very Unsatisfactory Observation: except for one secondary student teacher’s response this area was up and is an area in which preparation is very important. Home Page Question B-24 10 semesters of data, Fall 2001 – Spring 2006

Question B-24. Rate your understanding of children and youth: Your understanding of the nature of children Early Childhood (65.7%) Very Satisfactory (34.3%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (63.8%) Very Satisfactory (35.2%) Somewhat Satisfactory (1.0%) Neither Satisfactory nor (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Secondary (42.6%) Very Satisfactory (48.8%) Somewhat Satisfactory (8.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Observation: child and adolescent psychology will no longer be separate courses, but rather students will take a developmental psychology course. (After the Spring 2006 semester) Home Page Question B-25 10 semesters of data, Fall 2001 – Spring 2006

Question B-25. Rate your understanding of children and youth: Your knowledge of sources of teaching materials. Secondary (54.3%) Very Satisfactory (41.9%) Somewhat Satisfactory (3.8%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Early Childhood (75.6%) Very Satisfactory (23.1%) Somewhat Satisfactory (1.3%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Elementary (67.2%) Very Satisfactory (31.0%) Somewhat Satisfactory (1.7%) Neither Satisfactory nor (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Observation: Though the state asked VCSU to modify a course title regarding Kindergarten materials, VCSU students indicate the curriculum prepared them well for their student teaching experiences. Home Page Question B-26 10 semesters of data, Fall 2001 – Spring 2006

Question B-26. Rate your understanding of children and youth: Your ability to use teaching materials effectively. Early Childhood (85.9%) Very Satisfactory (14.1%) Somewhat Satisfactory (0.0%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (81.9%) Very Satisfactory (17.8%) Somewhat Satisfactory (0.3%) Neither Satisfactory nor Secondary (65.9%) Very Satisfactory (29.5%) Somewhat Satisfactory (4.6%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat (0.0%) Very Unsatisfactory Observation: though a student and one cooperating teacher mentioned to the director of student teaching in the Spring of 2006 that VCSU should prepare candidates to use teacher manuals more effectively, it appears most student teachers feel ready. Home Page Question B-27 10 semesters of data, Fall 2001 – Spring 2006

Question B-27. Overall, how would you rate the quality of instruction in the Division of Education?
Secondary (65.9%) Very Satisfactory (31.8%) Somewhat Satisfactory (2.3%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Early Childhood (82.1%) Very Satisfactory (16.6%) Somewhat Satisfactory (1.3%) Neither Satisfactory nor Unsatisfactory (0.0%) Somewhat Unsatisfactory (0.0%) Very Unsatisfactory Elementary (78.8%) Very Satisfactory (20.9%) Somewhat Satisfactory (0.3%) Neither Satisfactory nor Observation: I believe the Division of Education should feel very good about the final responses of student teachers at the time of graduation. Home Page Copy of Instrument For Evaluation 10 semesters of data, Fall 2001 – Spring 2006

Instrument Used for Evaluation and Cumulative Data
Click on the form on the left to view the Student Teaching Response Evaluation Form. Hit the “X” in the upper right hand corner to return to original PowerPoint. Form used through Spring 2006 Home Page Form used after Spring 2006

Student Teacher Responses: Early Childhood Elementary Education
Fall 2001 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 82% Very Satisfied, 18% Somewhat Satisfied Elementary Education 73% Very Satisfied, 27% Somewhat Satisfied Secondary Education 52% Very Satisfied, 48% Somewhat Satisfied Home Page Semester Selection Page

Spring 2002 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 88% Very Satisfied, 12% Somewhat Satisfied Elementary Education 84% Very Satisfied, 16% Somewhat Satisfied Secondary Education 56% Very Satisfied, 44% Somewhat Satisfied Home Page Semester Selection Page

Student Teacher Responses: Early Childhood
Fall 2003 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 80% Very Satisfied, 0% Somewhat Satisfied 20% Neither Satisfactory nor Unsatisfactory Elementary Education 62% Very Satisfied, 38% Somewhat Satisfied Secondary Education 60% Very Satisfied, 40% Somewhat Satisfied Home Page Semester Selection Page

Spring 2005 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 70% Very Satisfied, 30% Somewhat Satisfied Elementary Education 83% Very Satisfied, 17% Somewhat Satisfied Secondary Education Home Page Semester Selection Page

Fall 2005 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 80% Very Satisfied, 20% Somewhat Satisfied Elementary Education 69.2% Very Satisfied, 26.9% Somewhat Satisfied, 3.8% Neither Satisfactory or Unsatisfactory Secondary Education 76.9% Very Satisfied, 23.1% Somewhat Satisfied Home Page Semester Selection Page

Early Childhood Elementary Education Secondary Education
Spring 2006 summary as represented by question B-27. Overall, how would you rate the quality of instruction in the Division of Education? Student Teacher Responses: Early Childhood 100% Very Satisfied Elementary Education 83% Very Satisfied, 17% Somewhat Satisfied Secondary Education 79% Very Satisfied, 13% Somewhat Satisfied, 8% Neither Satisfactory or Unsatisfactory Home Page Semester Selection Page

Assessment on Assessment How do we want to change our assessment tool and/or methods for administration of the exit survey? Suggested Additions to Survey: Separate science and mathematics question (B16) Ask graduates about INTASC standards and/or portfolio Abilities. INTASC standards are valuable and they give us common terminology with NCATE institutions. Match more of our questions with the knowledge and dispositions questions asked to cooperating teachers regarding student teachers The current exit survey information is more for student teaching, but we want to modify this exit survey to help us assess our entire program and make improvements, not just look at our student teaching experiences. Ask question(s) with regard to how student teachers applied technology effectively in the classroom. Ask VCSU Ability questions to compare data with VCSU faculty assessments of portfolios Suggested Deletions from survey: As questions are added, priorities must be established with regard to how much each question will help improve preparation of teachers with regard to their learning in the classroom, student teaching experience, and improving the program as a whole. Some current questions will need to be deleted. Add observations to each of the current questions before deleting the former questions. Assessment administration changes: Re-word several questions Delete several questions Discuss wording such as: frequently-often, etc. We want to review the wording of the questions & choices Home Page Semester Selection Page

Valley City State University

Similar presentations

Presentation on theme: "Valley City State University"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Valley City State University

Similar presentations

Presentation on theme: "Valley City State University"— Presentation transcript:

Similar presentations

About project

Feedback