1. 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

2. 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

3. What Beginning Teachers Tell Us About Support (Year 1 teachers) Areas for teachers needing support % needing support # needing support Preparation of BEST portfolio 34.290 Special education inclusion 39.884 Using assessment to modify instruction 38.468 BEST program requirements 25.767 Integrating technology into classroom learning 43.260 Differentiating instruction 35.960

4. 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

5. General Pedagogical Skills

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

7. Specialized Pedagogical Skills

8. 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

9. Satisfaction: Year 1 vs. Year 2 Teachers

10. 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