Transition to teaching survey

Size: px
Start display at page:

Download "Transition to teaching survey"

Transcription

1 Transition to teaching survey Part A: Your licensure and job status 1. Did you apply for a teaching license during or after completing your licensure program? Yes No If yes, go to next question. If no, go to Why did you not apply for a teaching license? I have not yet taken the state licensure exams I have not yet passed the state licensure exams I am not planning to pursue a career in teaching I plan to teach in an organization that doesn t require a license Other: 2. Please identify the state(s) in which you applied for a teaching license. Mark ALL that apply. Minnesota Iowa North Dakota Wyoming Wisconsin Illinois South Dakota Nebraska Other: 3. In which states did you receive a teaching license? Mark ALL that apply. Minnesota Iowa North Dakota Wyoming Wisconsin Illinois South Dakota Nebraska Other: JOB SEARCH ACTIVITY 4. Do you plan to seek a licensed teaching position within the next 12 months? Yes No 5. Did you seek employment as a licensed teacher after completing your licensure program? Yes No If yes, go to next question. If no, go to Question 9 a. If you chose to apply for a job outside of teaching, tell us what led you to that choice. Mark ALL that apply. I did not apply for jobs outside of teaching. No teaching positions were available in my field A limited number of teaching positions were available in my field Location of jobs outside of teaching was better Preferred the work environment of jobs outside of teaching Family or personal reasons More future prospects outside of teaching Other job offers Better salary or pay for jobs outside of teaching Better benefits packages for jobs outside of teaching Able to find adequate employment (full-time or part-time) outside of teaching More certainty of job security for jobs outside of teaching Better evaluation and accountability policies outside of teaching Other: b. How many applications did you submit? c. How many job interviews did you receive?

2 More than 10 d. When applying for teaching jobs, what is the farthest distance from your hometown that you applied? 0-25 miles miles miles miles More than 150 miles e. When applying for teaching jobs, what was your ideal location for a job based on distance from your hometown? 0-25 miles miles miles miles More than 150 miles f. How well prepared do you think you were for your job interviews? Very well prepared Somewhat prepared Not very well prepared Not prepared g. How well do you think you performed in your job interviews? Very well Somewhat well Not very well Not well h. How confident are you in your performance in your job interviews? Very confident Somewhat confident Not very confident Not confident EMPLOYMENT INFORMATION 6. How many offers for a teaching position did you receive? More than 5 7. If you did not receive any job offers, why do you think you did not receive any job offers? Mark ALL that apply. I received job offers Jobs in my licensure area are very competitive My interview(s) did not go well I only applied for a limited number of positions I limited by job search to a small geographic area I started my job search late My teaching portfolio did not reflect my abilities Other: 8. Did you accept an offer for a teaching position? Yes No If yes, go to next question. If no, go to Question 9 Why did you turn down a teaching position offer? Mark ALL that apply. I did not receive any teaching position offers Location of the teaching position(s) School environment of the teaching position(s) (i.e., school atmosphere, working relationships) Family or personal reasons

3 Few future career prospects in teaching Other job offers Salary or pay of the teaching position(s) inadequate Benefits package inadequate Percentage of appointment inadequate Uncertainty in job security Evaluation and accountability policies for teachers Other: 9. Please describe your current employment situation by choosing the appropriate response. Employed part-time Employed full-time Unemployed seeking work Unemployed not seeking work 10. If you are currently teaching, please describe your teaching position. I am not currently teaching. a. Employment status Full time b. Type of position Regular teaching position Short-term substitute c. Type of school Traditional public school Public charter school Part time Long-term substitute Other: Private school Other: d. Is a formal mentoring/induction program available to you in your school or district? Yes No

4 Part B: Your teacher preparation (coursework and field/clinical experiences): What were you prepared to do? Directions: Please respond to the following statements based on recollections of your college or university pre-service teacher education program. To what extent do you disagree or agree that your teacher preparation program prepared you to.. Disagree Tend to Tend to Agree Does Not 1. Instructional Practice

5 a) understand processes of inquiry and ways of knowing that are central to the subjects I teach. b) effectively teach the subject matter in my licensure area. c) align instruction with state subject matter standards of what students should know and be able to do. d) identify clear subject matter learning goals for students. e) understand how students' learning is influenced by their social/emotional development. f) account for students' prior knowledge and experiences in instructional planning. g) plan instruction for the whole class while differentiating for diverse learning needs. h) understand the advantages and limitations of various instructional strategies for the subject(s) I teach. i) select instructional strategies to align with learning goals. j) integrate a variety of media and educational technologies into instruction. k) group students in a variety of ways for instructional purposes. l) design long-range instructional plans that meet curricular goals. m) regularly adjust instructional plans to meet student needs. n) plan lessons with clear learning objectives/goals in mind. o) design instruction and learning tasks that connect core content to real-life experiences for students. p) apply basic measurement concepts to the development of sound classroom assessments. q) strategically use a variety of assessments to monitor student learning. r) use student self-assessment strategies. s) provide feedback to students to improve their performance. t) understand the role and interpretation of standardized testing in schools. u) use assessment data to diagnose gaps in students knowledge and skills. v) design and teach lessons that promote students' abilities to draw conclusions based on the best analysis. w) design and teach lessons that promote students' abilities to analyze how parts of a whole interact with each other to produce overall outcomes in complex systems. x) design and teach lessons that promote students' abilities to formulate questions that elicit multiple views on a topic. y) design and teach lessons that promote students' abilities to develop solutions to abstract problems. z) design and teach lessons that promote students' abilities to create solutions to global problems. aa) design and teach lessons that promote students' abilities to work collaboratively with teams to solve complex problems

6 Disagree Tend to Tend to Agree Does Not 2. Diverse Learners a) effectively teach students from culturally and ethnically diverse backgrounds. b) design and modify assessments to accommodate students with diverse learning needs. c) understand the unique needs of refugees among my students. d) access resources, programs, and other school personnel for students needing special assistance. e) design instruction for special education students with cognitive impairments. f) design instruction for special education students with emotional/behavioral impairments. g) design instruction for special education students with physical and other health impairments. h) design instruction for special education students with sensory impairments (deaf, blind). i) design instruction for special education students within the autism spectrum disorder. j) design instruction for special education students with specific learning disorders. k) design instruction for students with mental health needs. l) design instruction for gifted and talented students. m) design instruction for English language learners. n) use community and home resources to foster student learning. o) effectively teach students who have experienced trauma and/or displacement. 3. Learning Environment Disagree Tend to Tend to Agree Does Not

7 a) develop and maintain a classroom environment that promotes student engagement. b) respond appropriately to student misbehavior. c) create a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected. d) use classroom management techniques that foster self-control and self-discipline among students. e) effectively organize the physical environment of the classroom for instruction. f) use effective listening techniques when communicating with students. g) communicate with students using non-biased language. h) stimulate effective classroom communication among student. i) clearly communicate expectations for appropriate student behavior. j) use effective communication skills and strategies to convey ideas and information to students. 4. Professionalism Disagree Tend to Tend to Agree Does Not a) value professional development opportunities to improve teaching. b) access the professional literature to expand my knowledge about teaching and learning. c) reflect on and use student data to inform my instruction. d) uphold my legal responsibilities as a professional educator and student advocate. e) actively engage with parents/guardians about issues affecting student learning. f) collaborate with teaching colleagues. g) collaborate with other school personnel about the well-being of my students. h) use colleague feedback to support my development as a teacher * If you are NOT currently teaching, please proceed to Part E on page 4. Part C: Your teacher practice: What do you do as a teacher? Directions: Please respond to the following items based on your current teaching practices. To what extent do you disagree or agree that you do the following in your teaching practice?

8 1. Instructional Practice Disagree Tend to Tend to Agree Does Not a) I align instruction with state subject matter standards. b) I set clear subject matter learning goals for students. c) I design activities in which students learn skills to address issues central to the subject matter. d) I design activities in which students engage with subject matter from a variety of perspectives. e) I consider students prior knowledge or experiences in my instructional planning. f) I create activities that are appropriate for my students social/emotional development. g) I create assignments that are at the appropriate levels of difficulty for my students diverse learning needs. h) I align instructional strategies with learning goals. i) I use a variety of instructional strategies to support student learning for the subject(s) I teach. j) I group students in a variety of ways for instructional purposes. k) I integrate a variety of media and educational technologies into my instruction. l) I design long-range instructional plans that meet curricular goals. m) I plan lessons with clear learning objectives/goals in mind. n) I regularly adjust instructional plans to meet students needs. o) I strategically use a variety of assessments to monitor student learning. p) I design instruction and learning tasks that connect core content to real-life experiences for students. q) I ask my students to self-assess their own learning. r) I provide feedback to students to improve their performance. s) I design and modify assessments to accommodate students with diverse learning needs. t) I use assessment data to diagnose gaps in students knowledge and skills. u) I design and teach lessons that promote students' abilities to draw conclusions based on the best analysis. v) I design and teach lessons that promote students' abilities to analyze how parts of a whole interact with each other to produce overall outcomes in complex systems. w) I design and teach lessons that promote students' abilities to formulate questions that elicit multiple views on a topic. x) I design and teach lessons that promote students' abilities to develop solutions to abstract problems. y) I design and teach lessons that promote students' abilities to create solutions to

9 global problems. z) I design and teach lessons that promote students' abilities to work collaboratively with teams to solve complex problems. 2. Diverse Learners a) I differentiate my instruction to meet the needs of special education students. Disagree Tend to Tend to Agree Does Not b) I differentiate my instruction to meet the needs of gifted and talented students. c) I differentiate my instruction to meet the needs of English language learners. d) I access resources, programs, and other school personnel for students needing special assistance. e) I use my knowledge about the home communities of the students I teach. f) I use community and home resources to foster student learning g) I advocate for students from diverse backgrounds. 3. Learning Environment Disagree Tend to Tend to Agree Does Not a) I develop and maintain a classroom environment that promotes student engagement. b) I create a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected. c) I manage student misbehavior appropriately. d) I use classroom management techniques that foster self-control and self-discipline among students. e) I effectively organize the physical environment of the classroom for instruction. f) I use effective listening techniques when communicating with students. g) I communicate with students using non-biased language. h) I stimulate effective classroom communication among students. i) I clearly communicate expectations for appropriate student behavior. j) I use effective communication skills and strategies to convey ideas and information to students. 4. Professionalism Disagree Tend to Tend to Agree Does Not

10 a) I seek professional development opportunities to improve teaching. b) I read professional literature related to teaching. c) I identify needed improvements in my teaching based on student data. d) I collaborate with other school personnel about the well-being of my students. e) I actively engage with parents or guardians about issues affecting student learning.. f) I collaborate with teaching colleagues. g) I use colleague feedback to support my development as a teacher. Part D: Your school context: What is your school like? Directions: Please respond to the following items based on your teaching experiences at the school(s) where you currently teach. Please note: These items are intended to help us understand your teaching practice. They are by no means intended as an evaluation of your school or its administration and teachers. To what extent do you disagree or agree with the following statements. 1. School Climate Disagree Tend to Tend to Agree Does Not a) The school is a physically safe and secure place. b) Students are respectful of one another. c) Teachers have high standards for students. d) Teachers respect the dignity and worth of all students. e) The faculty and staff have positive relationships with students' parents/guardians. f) The school encourages engagement with the community. 2. Professional Environment Disagree Tend to Tend to Agree Does Not

11 a) I feel respected as a colleague by faculty and staff. b) I receive valuable professional guidance from faculty mentors or colleagues regarding the school's culture. c) Staff development in my school/district has been useful to me. d) The administration is responsive to the needs of beginning teachers. e) My principal is an effective leader. f) Teachers share high standards for each other's professionalism and practice. g) Teachers are continually learning and seeking new ideas to enhance their practice. h) Teachers have influence over establishing the curriculum. 3. Resources Disagree Tend to Tend to Agree Does Not a) Teachers have adequate time in their schedules for planning. b) Necessary teaching supplies are available as needed. c) Necessary technology resources are available to support my teaching. d) My classroom is equipped with the furniture and space necessary for flexible instructional activities. e) Available curricular materials, such as textbooks, are appropriate for my students' developmental level and learning needs. 4. Where are you currently teaching? School: District: State: Country: 5. What grade level(s) are you teaching? (Mark ALL that apply.) Early Childhood Elementary Middle or Junior High High School 6. Are you teaching any subject for which you are not licensed? Yes No

12 Part E: Your background 1. Prior to beginning your teaching job this year did you ever have a paid or volunteer position working with...? Circle ALL that apply low-income children children in a rural or remote setting new immigrants children in an urban setting English language learners children with special need 2. What is your? Male Female 3. What is your race/ethnicity? Circle ALL that apply American Indian or Alaskan Native Asian Black or African American Hispanic or Latino Native Hawaiian and other Pacific Islander White, non-hispanic Other: 4. Is English your native language? Yes No 5. Do you speak a language other than English fluently? Yes No 6. To what extent do you disagree or agree with each of the following statements? Disagree Tend to Tend to Agree Does Not a) If I had to do it all over again, I would choose the same teacher preparation program b) I am not as happy about teaching as I thought I would be c) I am committed to the teaching profession d) The rewards of teaching are worth the efforts I put into becoming a teacher e) I was effectively prepared to teach in a variety of school settings (urban, suburban, rural) 7. How long do you plan on teaching?

13 1-2 years 3-5 years 6-10 years 11 or more years 10. Additional comments about your teacher preparation program or your career in education: Thank you for your response to this survey. We appreciate your input!

NExT Common Metrics TTS Last updated January 27, 2014

NExT Common Metrics TTS Last updated January 27, 2014 2014 Transition to Teaching Survey Which communication method most prompted you to complete this survey today? (Select one only.) Email message(s) from Hezel Associates Mailed letter from Hezel Associates

More information

Transition to Teaching Survey Mean Scores by Item and by Performance Area

Transition to Teaching Survey Mean Scores by Item and by Performance Area Spring 2014 Transition Teaching Survey Mean Scores by and by Performance Area N=42 (36% return rate) Part A: Mark a response 1 4 indicate your agreement with each statement. If you do not have enough information

More information

The Math TLC Master s in Mathematics for Secondary Teachers Program

The Math TLC Master s in Mathematics for Secondary Teachers Program Math TLC Master s Application Form Page 1 The Math TLC Master s in Mathematics for Secondary Teachers Program Electronic Application Form Instructions Save your completed application a filename of the

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

South Dakota DOE 2013-2014 Report Card

South Dakota DOE 2013-2014 Report Card School Classification: Focus Title I Designation: Schoolwide Performance Indicators * No bar will display at the school or district level if the subgroup does not meet minimum size for reporting purposes.

More information

Multiple Subjects Program Assessment Plan Spring 2001

Multiple Subjects Program Assessment Plan Spring 2001 California State University, Sacramento College of Education Multiple Subjects Program Assessment Plan Spring 2001 Contents Multiple Subject Program Group Mission Statement Expected Learning Outcomes (CSTP)

More information

Teacher Exit Survey (TEx S)

Teacher Exit Survey (TEx S) Teacher Exit Survey (TEx S) Print Form By responding to this survey, you will help our district better understand teacher mobility and attrition. Thank you for your participation! 1. Will you be returning

More information

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

More information

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development WHITTIER COLLEGE Department of Education & Child Development Application for Admission Teacher Credential Program 13406 E. Philadelphia Street P.O. Box 634 Whittier, CA 90608 562-907- 4248 Fax: 562-464-

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards

Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Alignment Table School Counseling Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Austin Peay State University Professional Educational Standards

More information

HIGHER EDUCATION OPPORTUNITY ACT (HEOA) UNIVERSITY OF WYOMING COLLEGE OF EDUCATION REPORT 2012

HIGHER EDUCATION OPPORTUNITY ACT (HEOA) UNIVERSITY OF WYOMING COLLEGE OF EDUCATION REPORT 2012 HIGHER EDUCATION OPPORTUNITY ACT (HEOA) UNIVERSITY OF WYOMING COLLEGE OF EDUCATION REPORT 2012 University Of Wyoming College Of Education Dept. 3374 1000 E. University Ave. Laramie, WY 82071 307-766-3145

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

South Dakota DOE 2014-2015 Report Card

South Dakota DOE 2014-2015 Report Card Performance Indicators School Performance Index District Classification: - Exemplary Schools 1 / 24 Schools 4.17% Status Schools 1 / 24 Schools 4.17% Progressing Schools 19 / 24 Schools * No bar will display

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Print Report Card. Program Information. Section I.a Program Admission. Print Report Card

Print Report Card. Program Information. Section I.a Program Admission. Print Report Card University of Colorado-Boulder Traditional Program 2009-10 Print Report Card Program Information Name of Institution: University of Colorado-Boulder Institution/Program Type: Traditional Academic Year:

More information

Wesleyan Pre-College Access Program

Wesleyan Pre-College Access Program Wesleyan Pre-College Access Program What is the Pre-College Access Program? Wesleyan University s Pre-College Access Program is a comprehensive program developed to enhance the academic skills and preparation

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* The teacher designs instruction appropriate for all students that reflects an understanding of relevant content

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY Name of Institution Dates/Year of the Onsite Visit Insert Name(s) of Unit Head/Author(s) NCATE IR Template for Continuing

More information

Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations

Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Introduction The New York State Education Department requires that prospective

More information

Alabama A&M University Student Academic Program Assessment Mechanical Engineering

Alabama A&M University Student Academic Program Assessment Mechanical Engineering I. Alabama A&M University Degree program type: 1 Undergraduate 14 100% 2 Graduate 0 0% Mean 1.00 Gender: 1 Male 9 64% 2 Female 5 36% Mean 1.36 Age group: 1 18-20 0 0% 2 21-23 10 71% 3 24-25 3 21% 4 26-30

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

To be considered for our program, the following documents must be submitted on or before the deadline of March 15th:

To be considered for our program, the following documents must be submitted on or before the deadline of March 15th: 1400 Tanyard Road Sewell, NJ 08080 856-464-5203 RCGC.edu act@rcgc.edu Dear Prospective Applicant, Thank you for your interest in the Adult Center for Transition (ACT) at Rowan College at Gloucester County.

More information

WDE Deaf-Blind Project Announces Project SASI

WDE Deaf-Blind Project Announces Project SASI For Release: March 25, 2013 For more information: Tom Lacock Phone: 307-777-5399 Cell: 307-996-6337 Email: tom.lacock@wyo.gov Website: edu.wyoming.gov WDE Deaf-Blind Project Announces Project SASI Partnership

More information

Lewis University Cohort Program

Lewis University Cohort Program An agency of the Regional Offices of Education for Will & Grundy-Kendall Counties 2705 McDonough Street Joliet, IL 60436 (815) 744-8334 Fax (815) 744-8396 Lewis University Cohort Program Middle School

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Standards for the School Social Worker [23.140]

Standards for the School Social Worker [23.140] Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis

More information

Ohio 2013 Title II Report, State Program Information http://title2.ed.gov

Ohio 2013 Title II Report, State Program Information http://title2.ed.gov Annual Teacher Preparation Report Capital University As required by the U.S. Department of, Capital University provides a report annually to the state of Ohio and to the general public for accountability

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

High School Dual Enrollment Admission Application Form

High School Dual Enrollment Admission Application Form High School Dual Enrollment Admission Application Form Dual Enrollment: A Head Start on College. Mount Wachusett Community College offers multiple concurrent enrollment programs. Whether in high school

More information

Appendix B. National Survey of Public School Teachers

Appendix B. National Survey of Public School Teachers Appendix B. National Survey of Public School Teachers This survey is based on a national random sample of 1,010 K 12 public school teachers. It was conducted by mail and online in fall 2007. The margin

More information

Saint Francis Medical Center College of Nursing Peoria, Illinois. Doctor of Nursing Practice. Application for Admission

Saint Francis Medical Center College of Nursing Peoria, Illinois. Doctor of Nursing Practice. Application for Admission Saint Francis Medical Center College of Nursing Peoria, Illinois Doctor of Nursing Practice Application for Admission Saint Francis Medical Center College of Nursing 511 N.E. Greenleaf Street, Peoria,

More information

New York State Professional Development Standards (PDF/Word) New York State. Professional Development Standards. An Introduction

New York State Professional Development Standards (PDF/Word) New York State. Professional Development Standards. An Introduction New York State Professional Development Standards New York State Professional Development Standards (PDF/Word) Background on the Development of the Standards New York State Professional Development Standards

More information

Alignment of State Standards and Teacher Preparation Program Standards

Alignment of State Standards and Teacher Preparation Program Standards Alignment of State Standards and Teacher Preparation Program Standards Hilda Medrano Jaime Curts The University of Texas Pan American (UTPA), at the most southern tip of South Texas is located about 20

More information

The Elementary Education Program Brandeis University Waltham, MA 02454

The Elementary Education Program Brandeis University Waltham, MA 02454 The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of

More information

Northern New Mexico College DRAFT

Northern New Mexico College DRAFT Northern New Mexico College DRAFT NOEL-LEVITZ STUDENT SATISFACTION INVENTORY (FORM B) Four-Year College and University Version Following are the results from the STUDENT SATISFACTION INVENTORY Form B (or

More information

Reflections of a Graduate Student

Reflections of a Graduate Student University of Northern Iowa Reflections of a Graduate Student 2013-2014 Academic Year By: Megan Vogt Graduate Research Assistant CIO s Office & Institutional Research Abstract The University of Northern

More information

Lewis University Cohort Program

Lewis University Cohort Program An agency of the Regional Offices of Education for Will & Grundy-Kendall Counties 2705 McDonough Street Joliet, IL 60436 (815) 744-8334 Fax (815) 744-8396 Lewis University Cohort Program Reading Endorsement

More information

ZERO ROBOTICS APPLICATION

ZERO ROBOTICS APPLICATION ZERO ROBOTICS APPLICATION 2016 MIDDLE SCHOOL SUMMER PROGRAM Application Instructions To apply, please complete the following application (online version also available). Narrative responses should be no

More information

TEACHER SURVEY. (National Research Center on Rural Education Support, 2010)

TEACHER SURVEY. (National Research Center on Rural Education Support, 2010) TEACHER SURVEY (National Research Center on Rural Education Support, 2010) First we would like to ask you a few general questions about your background and your current position 1 What is the highest level

More information

Results: Statewide Stakeholder Consultation on Draft Early Childhood Standards and Indicators

Results: Statewide Stakeholder Consultation on Draft Early Childhood Standards and Indicators Results: Statewide Stakeholder Consultation on Draft Early Childhood Standards and Indicators Prepared for Minnesota Department of Education and the Minnesota Department of Human Services February 2011

More information

The University of Memphis Department of Social Work Social Work Information Form

The University of Memphis Department of Social Work Social Work Information Form The University of Memphis Department of Social Work Social Work Information Form The Department of Social Work wants to know something about each of the students who is selecting Social Work to be her/his

More information

Monterey County Behavioral Health 2013 Satisfaction Survey Outcomes

Monterey County Behavioral Health 2013 Satisfaction Survey Outcomes SERVICE AREA - DUAL DIAGNOSIS TREATMENT DTH Co-occuring Disorder SD (BVCSOCSDV) DTH Santa Lucia (CDCSOC) Youth Surveys High Performing Indicators (75% and above) Low Performing Indicators (below 75%) Positive

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

Survey of Team Attitudes and Relationships (STAR)

Survey of Team Attitudes and Relationships (STAR) F 0 6 Survey of Team Attitudes and Relationships (STAR) The purpose of this survey is to find out how you feel about your work in hospice. Please read each item carefully, then select the response that

More information

You have received this survey because you are a Vocational Rehabilitation administrator or senior management personnel.

You have received this survey because you are a Vocational Rehabilitation administrator or senior management personnel. You are being invited to participate in a survey to gather information on the rehabilitation and assistive technology (RT/AT) service delivery models that have generated successful employment outcomes.

More information

REGISTRATION for Designated Participants from Mentor Partner Organizations

REGISTRATION for Designated Participants from Mentor Partner Organizations REGISTRATION for Designated Participants from Mentor Partner Organizations In order to save your application to complete at a later time, you must choose Save & Resume Later, otherwise you will lose your

More information

SEL Credential Candidate Enrollment by Ethnicity and Gender Total Total Total Total

SEL Credential Candidate Enrollment by Ethnicity and Gender Total Total Total Total Notre Dame de Namur University From: School of Education and Leadership Credential Programs Re: HEOA Sec. 201 Amended HEA Title II, Part A Date: October 21, 2014 Section 1 Background: Credential programs

More information

Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS

Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS Division of Professional Preparation January 2001 Revised October 2001 Content-Area Standards Table of Contents

More information

Thank you for your interest in the alternate route to certification in early childhood education offered at Charter Oak State College.

Thank you for your interest in the alternate route to certification in early childhood education offered at Charter Oak State College. Thank you for your interest in the alternate route to certification in early childhood education offered at Charter Oak State College. The program is offered each August through the following summer. New

More information

Master of Science in Nursing

Master of Science in Nursing Saint Francis Medical Center College of Nursing Peoria, Illinois Master of Science in Nursing Application for Admission Saint Francis Medical Center College of Nursing 511 N.E. Greenleaf Street, Peoria,

More information

School of Nursing 2014-2015 Fact Book IV

School of Nursing 2014-2015 Fact Book IV School of Nursing 2014-2015 Fact Book IV Professor Lisa O Steen COEHP Assessment Council COEHP Assessment Scheme for Continuous Improvement Purposeful Assessment, Data Collection, Analysis, Plans for Improvement,

More information

Eugene School District 4J Professional School Counselor Rubric

Eugene School District 4J Professional School Counselor Rubric Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance

More information

Background Information

Background Information Background Information Occupation Expert for: The goal of this project is to get accurate, up-to-date information on the occupation of from a diverse

More information

Total Males Females 34.4 36.7 (0.4) 12.7 17.5 (1.6) Didn't believe entitled or eligible 13.0 (0.3) Did not know how to apply for benefits 3.4 (0.

Total Males Females 34.4 36.7 (0.4) 12.7 17.5 (1.6) Didn't believe entitled or eligible 13.0 (0.3) Did not know how to apply for benefits 3.4 (0. 2001 National Survey of Veterans (NSV) - March, 2003 - Page 413 Table 7-10. Percent Distribution of Veterans by Reasons Veterans Don't Have VA Life Insurance and Gender Males Females Not Applicable 3,400,423

More information

EXCEPTIONAL NEEDS SPECIALIST

EXCEPTIONAL NEEDS SPECIALIST IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Exceptional Needs Standards, Second Edition (for teachers of students ages birth 21+). If you applied for

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

DRAFT. Denver Plan 2014. Every Child Succeeds

DRAFT. Denver Plan 2014. Every Child Succeeds Denver Plan 2014 Every Child Succeeds 100 80 Introduction Every child takes that first step into their first day of school with butterflies and talent, potential and dreams. It s the day that the door

More information

Name of Institution: Central Christian College. State: Kansas. Address: 1200 South Main. McPherson, KS, 67460. Phone: 6202410723 ext.

Name of Institution: Central Christian College. State: Kansas. Address: 1200 South Main. McPherson, KS, 67460. Phone: 6202410723 ext. Page 1 of 10 SUBMIT REPORTS Contact Us - Glossary - Log out Central Christian College Traditional Program 2009-10 Print Report Card Program Information Name of Institution: Central Christian College Institution/Program

More information

Parent and Community Survey

Parent and Community Survey Parent and Community Survey Results and Analysis Lake Washington School District May 20 June 12, 2014 Overview Parents and community members were invited to share feedback on opportunities for the district

More information

APPENDIX A. Tables. Appendix A Tables 119

APPENDIX A. Tables. Appendix A Tables 119 118 The Condition of Education 2012 APPENDIX A Tables Appendix A Tables 119 Indicator 1 Enrollment Trends by Age Table A-1-1. Percentage of the population ages 3 34 enrolled in school, by age group: October

More information

MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT REINHARDT UNIVERSITY

MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT REINHARDT UNIVERSITY MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT TRANSFORMING PROFESSIONAL EDUCATORS INTO DISTINGUISHED RESPONSIVE AND COLLABORATIVE CLASSROOM TEACHERS, ACTION RESEARCHERS, AND INSTRUCTIONAL LEADERS

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

In order to save your application to complete at a later time, you must choose Save & Resume Later, otherwise you will lose your data.

In order to save your application to complete at a later time, you must choose Save & Resume Later, otherwise you will lose your data. Application In order to save your application to complete at a later time, you must choose Save & Resume Later, otherwise you will lose your data. Once you choose Save & Resume Later you will see a link.

More information

GRADUATE HANDBOOK OF CLINICAL EXPERIENCES. M.S.Ed. Early Childhood Education

GRADUATE HANDBOOK OF CLINICAL EXPERIENCES. M.S.Ed. Early Childhood Education GRADUATE HANDBOOK OF CLINICAL EXPERIENCES M.S.Ed. Early Childhood Education Fall 2014 Clinical Requirements for Illinois Licensure in Early Childhood The state of Illinois requires that early childhood

More information

Bachelor of Arts in Early Childhood Degree Offerings through the 2010-2012 Catalog*

Bachelor of Arts in Early Childhood Degree Offerings through the 2010-2012 Catalog* Bachelor of Arts in Early Childhood Degree Offerings through the 2010- Catalog* Catalog Number Class Name Course Description Semester Credits Prerequisites Semesters Offered Mode of Delivery EC 210 INTRODUCTION

More information

Birth to Three, Then What?: Early Interventions role in the inclusion of children with Down syndrome

Birth to Three, Then What?: Early Interventions role in the inclusion of children with Down syndrome Birth to Three, Then What?: Early Interventions role in the inclusion of children with Down syndrome Thank you for taking the time to complete this survey. Your answers are very important to us. If you

More information

Commission on Teacher Credentialing. Education Specialist Clear Program Standards

Commission on Teacher Credentialing. Education Specialist Clear Program Standards Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)

More information

Department of Psychology

Department of Psychology Department of Psychology Psychology Summer Enrichment Program Program Dates: May 19- June 27, 2014 Please send application, letters of recommendation and transcripts to: University of Detroit Mercy Doctoral

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Indiana Wesleyan University Alternative, IHE-based Program

Indiana Wesleyan University Alternative, IHE-based Program Login Webinars Technical Assistance User Manuals VIEW TITLE II REPORTS SUBMIT REPORTS Indiana Wesleyan University Alternative, IHE-based Program 205 Complete Report Card: AY 203-204: Institution Information

More information

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the

More information

EmployAble Pilot Study. Participant Screening and Pre-Survey

EmployAble Pilot Study. Participant Screening and Pre-Survey EmployAble Pilot Study Participant Screening and Pre-Survey EmployAble is a model Virtual Employment Orientation, Training, Resource and Support Center. It is funded by the Kessler Foundation and has been

More information

Survey of Program Training Needs (TCU PTN) Staff Version (TCU PTN-S)

Survey of Program Training Needs (TCU PTN) Staff Version (TCU PTN-S) Survey of Program Training Needs (TCU PTN) Staff Version (TCU PTN-S) To be completed by Clinical Supervisor and Clinical Staff Please answer the following questions by filling in the circle that describes

More information

Due to the collaborative nature of our session, please find your designated section: Elementary, Middle or High School

Due to the collaborative nature of our session, please find your designated section: Elementary, Middle or High School WELCOME BUILDING A FOUNDATION: FIRST STEPS IN CREATING AN ASCA CERTIFIED COMPREHENSIVE SCHOOL COUNSELING PROGRAM Due to the collaborative nature of our session, please find your designated section: Elementary,

More information

SPECIAL EDUCATION. you actively participate in the decisions made about your child s education; and

SPECIAL EDUCATION. you actively participate in the decisions made about your child s education; and SPECIAL EDUCATION Meeting the needs of students with disabilities and behaviour problems is one of the most difficult challenges facing the public education system in Ontario. The laws governing public

More information

Who is eligible? You are, regardless of sex, race, nationality, or religion if:

Who is eligible? You are, regardless of sex, race, nationality, or religion if: Who is eligible? You are, regardless of sex, race, nationality, or religion if: You are a citizen of the United States You are in high school (entering grades 9-11) Neither parent graduated from a four-year

More information

Graduate Programs in Early Childhood Education

Graduate Programs in Early Childhood Education Graduate Programs in Early Childhood Education Program Advisor: Johanna Filp-Hanke, Ph.D. 707-664-2280 johanna.filp@sonoma.edu Why should I get a Master of Arts degree in Early Childhood Education? The

More information

Regulations Governing the Certification of Educators in Rhode Island. Promulgated November 3, 2011 Effective: January 1, 2012

Regulations Governing the Certification of Educators in Rhode Island. Promulgated November 3, 2011 Effective: January 1, 2012 Regulations Governing the Certification of Educators in Rhode Island Promulgated November 3, 2011 Effective: January 1, 2012 8 1 INTRODUCTION These Regulations Governing the Certification of Educators

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching 2012-2014 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

STUDENT DATA Required Data Elements (Listed in alphabetical order) As of 08/26/2010

STUDENT DATA Required Data Elements (Listed in alphabetical order) As of 08/26/2010 Fund Source: 1 State 2 Contract 3 Student 4 Short Contract STUDENT DATA Required Data Elements (Listed in alphabetical order) As of 08/26/2010 1 2 3 4 Data Element Valid Choices Definition X X Address

More information

Education. Date of discharge (if applicable) [Required] Total number of service years. [Required] Total years and months active duty

Education. Date of discharge (if applicable) [Required] Total number of service years. [Required] Total years and months active duty Veteran Scholarships Application Basic Information [Required] Contact Information - must be 10-15 digits long and may include only numbers, hyphens, and spaces. - name@myschool.edu First name: Middle initial:

More information

COURSE PREFIX AND NUMBER: -

COURSE PREFIX AND NUMBER: - Improving Health Education Distance Education Courses in Health Education Student Opinion Survey PURPOSE AND BACKGROUND: The purpose of this survey is to obtain your opinion on the Distance Education courses

More information

Idaho Peer Support Specialist Training Application

Idaho Peer Support Specialist Training Application Idaho Peer Support Specialist Training Application This application must be received no later than July 31, 2015 Before completing this application, please first review the minimum requirements for applicants

More information

The Associate Teacher Program

The Associate Teacher Program The Associate Teacher Program 2 Dear Prospective Applicant: Thank you for your interest in the Associate Teacher Program at Beauvoir, the National Cathedral Elementary School. We hope that the following

More information

Characteristics of Public and Private Elementary and Secondary School Teachers in the United States:

Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: NCES 2013-314 U.S. DEPARTMENT OF EDUCATION Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011 12 Schools and Staffing Survey First

More information

Department of Early Childhood, Elementary, and Special Education. SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09

Department of Early Childhood, Elementary, and Special Education. SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09 Department of Early Childhood, Elementary, and Special Education SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09 Dr. Martha Miller Decker (m.decker@moreheadstate.edu) 301-E Ginger Hall, Phone

More information

ELEMENTARY AND MIDDLE SCHOOL ADMINISTRATOR QUESTIONNAIRE

ELEMENTARY AND MIDDLE SCHOOL ADMINISTRATOR QUESTIONNAIRE ELEMENTARY AND MIDDLE SCHOOL ADMINISTRATOR QUESTIONNAIRE for THE CHILD DEVELOPMENT SUPPLEMENT TO THE FAMILY ECONOMICS STUDY Please read each question carefully and follow any statements that appear in

More information

IHE Master's of School Administration Performance Report Fayetteville State University 2008-2009

IHE Master's of School Administration Performance Report Fayetteville State University 2008-2009 IHE Master's of School Administration Performance Report Fayetteville State University 2008-2009 Overview of Master's of School Administration Program The Master of School Administration program is designed

More information

2015 CFPB annual employee survey

2015 CFPB annual employee survey 2015 CFPB annual employee survey December 2015 Introduction Interpretation of results More than 79 percent of the CFPB employee population responded to the fourth annual employee survey conducted by the

More information

CIVIL RIGHTS DATA COLLECTION

CIVIL RIGHTS DATA COLLECTION U.S. Department of Education Office for Civil Rights CIVIL RIGHTS DATA COLLECTION Data Snapshot: Early Childhood Education Issue Brief No. 2 (March 2014) For other data snapshots in the series, visit the

More information

The Center to Inform Personnel Preparation and Practice in Early Intervention and Preschool Education Study III

The Center to Inform Personnel Preparation and Practice in Early Intervention and Preschool Education Study III The Center to Inform Personnel Preparation and Practice in Early Intervention and Preschool Education Study III PI: Mary Beth Bruder, Ph.D. University of Connecticut Co-PI: Vicki Stayton, Ph.D. Western

More information

Conducting the Parent and Family Involvement Survey for your school(s): Instructions and Guidelines

Conducting the Parent and Family Involvement Survey for your school(s): Instructions and Guidelines Conducting the Parent and Family Involvement Survey for your school(s): Instructions and Guidelines The Survey Instrument The Ohio Department of Education (ODE) has developed and piloted a Parent and Family

More information

*Performance Expectations, Elements and Indicators

*Performance Expectations, Elements and Indicators C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Highlights and Trends: ASHA Counts for Year End 2009

Highlights and Trends: ASHA Counts for Year End 2009 Highlights and Trends: ASHA Counts for Year End 2009 Constituents -- How many are there? How have the numbers changed? v ASHA currently represents 140,039 speech-language pathologists, audiologists, and

More information