1. OCTP First Year Teacher and Administrator Survey Results September 2013

2. Competency Assessment
Survey questions based on the Oklahoma General Competencies for Teachers

3. First Year Teacher Survey
Distributed to 2905 first year teachers Provided to all Oklahoma teacher preparation institutions for use in program improvement
33% return rate

4. Administrator Survey
Distributed to 554 administrators Provided to all Oklahoma teacher preparation institutions for use in program improvement
33% return rate

5. First Year Teacher Survey
Traditional Responses: 75% Alternative Responses: 20%

6. Demographic Information
Survey
Urban 42%
Rural 36%
Suburban 22%

7. Mentor Contact
2011 – 46% No Mentor
2012 – 27% No Mentor

8. School Setting

9. Who or what influenced you to become a teacher?
52% Desire to help others 52% Personal calling 47% Influence of a former teacher 45% Experiences with children 34% Love of the subject 29% Family influence

10. Did you complete any or all of your degree online?
60% of respondents completed all or part of their degree online
2011 – 29% Completed all or part of their degree online
2012 – 53% Completed all or part of their degree online

11. Initial Certification Areas

12. Understanding of the curriculum integration processes.

13. I can create instructional opportunities that are adaptable to learners’ individual differences.

14. Level of understanding that students vary in their approaches to learning.

15. I adapt instruction based upon assessment and reflection.

16. Use a variety of instructional strategies to encourage students’ development of critical thinking.

17. I plan instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and community.

18. Use technology effectively to enhance student learning and to create unique learning opportunities.

19. Areas of Perceived Strengths
First Year Teachers
Administrators
The process of continuous lifelong learning, the concept of making learning enjoyable, and the need to change when change leads to greater student learning
traditional 91%; alternative 90%
Understanding that students vary in their approach to learning
traditional 90%; alternative 81%
Understanding of how students learn and develop
traditional 87%; alternative 82%
The process of continuous lifelong learning, the concept of making learning enjoyable, and the need to change when change leads to greater student learning
traditional 70%; alternative 50%
Using technology effectively
traditional 69%; alternative 56%
How students learn and develop
traditional 66%; alternative 40%

20. Areas of Perceived Weaknesses
First Year Teachers
Administrators
Understanding the state teacher evaluation process “Oklahoma Criteria for Effective Teaching Performance”
traditional 52%; alternative 41%
Assisting students with career awareness and the application of career concepts to the curriculum
traditional 54%; alternative 58%
Implement effective classroom management practices
traditional 62%; alternative 55%
Assisting students with career awareness and the application of career concepts to the curriculum
traditional 42%; alternative 34%
Adapt instruction based upon assessment and reflection
traditional 47%; alternative 31%
Use a variety of assessment strategies to evaluate and modify the teaching/learning process
traditional 47%; alternative 22%

21. Areas of Greatest Disparity Between
Areas of Greatest Disparity Between Traditional and Alternative Candidates
First Year Teachers
Administrators
Understanding and developing instructional strategies/plans based on the Oklahoma core curriculum
traditional 69%; alternative 44% (25%)
Planning instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community
traditional 72%; alternative 57% (15%)
Adapt instruction based upon assessment and reflection
traditional 68%; alternative 54% (14%)
Using a variety of assessment strategies to evaluate and modify the teaching/learning process
traditional 47%; alternative 23% (24%)
Using a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom
traditional 57%; alternative 38% (19%)
Applying the central concepts and methods of inquiry of the subject matter discipline
traditional 64%; alternative 47% (17%)

22. Summary Notes of First Year Teacher Survey
Traditionally prepared teachers
feel more prepared than do alternatively certified teachers in all areas with the exception of:
Assisting students with career awareness and the application of career concepts to the academic curriculum.

23. Reported Strengths of Teacher Education Program
Lesson Planning
Student Teaching
Teaching Methods
Content Knowledge

24. First Year Teacher Self-Reported Challenges
Common Core Standards
Classroom Management
ELL Instruction
Legal Aspects of Teaching

25. Field Based Courses

26. Participated in a performance assessment that demonstrated impact on student learning

27. Summary Notes of First Year Teacher Survey
First-year teachers perceive themselves overall as well-prepared
Traditional 70%
Alternative 55%

28. Summary Notes of Administrator Survey
Administrators perceive First Year Teachers overall as well-prepared
Traditional 70%
Alternative 59%

29. Accountability ?