Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

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1 Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing Last Program at MU Frequencies Answer Count Answer Count No answer Before Part II: Current Employment Position Frequency Preschool Teacher 5 K-12 Teacher 74 Special Education Teacher 32 Reading Specialist/Literacy Coach 3 School Counselor 15 Building Level Administrator 15 District Level Administrator 10 Other 87 Not working 44

2 Part III: Perceptions of SOE Programs The following responses in this report used the following 5 point likert scale: Strongly Agree = 5 Agree = 4 Not Sure = 3 Disagree = 2 Strongly Disagree = 1 A. Initial Teacher Preparation (undergrad + MAT) Responses: My initial teacher preparation program at Monmouth University prepared me to: Mean (N=176) 1. Use instructional methods to teach the New Jersey Core Curriculum Content 4.05 Standards. 2. Plan instruction based on learner s needs, developmental progress, and prior 4.17 knowledge. 3. Engage in interdisciplinary unit planning Develop students literacy and/or numeracy skills to enable them to construct 3.97 meaning within a particular content area. 5. Identify differences in student learning styles to teach to the development ability of 4.00 the student. 6. Use strategies to support the learning of ESL/bilingual students Use available and appropriate resources for instructional planning Use educational technology effectively for instruction Use multiple assessment strategies for evaluating student learning (e.g. criterionreferenced 4.07 tests, norm-referenced tests, performance-based tests, observations, formative and summative assessments, etc.). ( 10. Understand assessment and measurement related issues to interpret test score 3.91 data. 11. Apply strategies for effective classroom management Establish a positive classroom environment conducive to learning Motivate students to engage in learning Modify instruction to accommodate the learning needs of all students Interpret and implement an Individualized Education Program (IEP) Develop questioning techniques to stimulate critical thinking Use effective verbal, non-verbal, and written communication techniques to foster 4.04 learning in the classroom. 18. Effectively communicate and collaborate with parents, peers, and community 3.90

3 members. 19. Effectively communicate and collaborate with school administration and other 3.84 school personnel. 20. Use educational research to make decisions that benefit my teaching Engage in professional development activities and reflection to promote learning 3.98 in the students I serve. 22. Use instructional methods related to Specialty Professional Association (SPA) 3.40 Standards 23. Use instructional methods related to New Jersey Professional Standards for 3.53 Teachers. 24. Effectively teach in my content area Reflect on and develop appropriate teaching dispositions Design learner outcomes that are linked to assessment Compare pre and post data to analyze student learning Reflect on assessment and instruction to identify ways to improve teaching and 4.05 student learning.

4 B. Graduate Special Education Survey Results (N = 9) Items My graduate special education program at Monmouth University prepared me to: 1 Understand the field as an evolving and changing discipline based on philosophies, 4.88 principles, and issues. 2 Understand how these issues affect professional practice, including assessment, 4.63 instructional planning, implementation, and program evaluation.. 3 Be aware of similarities and differences in the human development and the characteristics 4.88 of individuals with and without disabilities. 4 Be able to understand how the experiences of individuals with disabilities can impact 4.88 families, as well as interact socially and contribute to member of the community. 5 Be aware of the effects an exceptional condition can have on an individual s life Be aware of cultural perspectives influencing the relationships among families, schools, and 4.75 communities related to instruction. 7 Be able to choose levels of support to the specific needs of the individual Be able to select, adapt, and use instructional strategies and materials to promote positive 4.38 learning results in general and special education settings and to appropriately modify the learning environment for the students with disabilities. 9 Develop a repertoire of evidence-based instructional strategies to individualize instruction 4.38 for individuals with disabilities. 10 Enhance the learning of critical thinking, problem solving, and performance skills as well as 4.63 increase their self-esteem, self-awareness and self-control. 11 Understand basic classroom management theories and strategies for individuals with 4.29 disabilities. 12 Actively create learning environments for all students that foster cultural understanding, 4.63 safety and emotional wellbeing, positive social interactions and active engagement of individuals with special needs. 13 Assist their general education colleagues to integrate individuals with disabilities in the 4.13 general education setting and engage then in meaningful learning activities and interactions. 14 Safely intervene when individuals with disabilities are in crisis, when necessary Be aware of various augmentative, alternative and assistive communication strategies and 4.38 technologies to support and enhance communication skills. 16 Understand the impact of typical and atypical language development and listening 4.71 comprehension on the learning of individuals with disabilities. 17 Be able to use individualized strategies to support communication skills of individuals with 4.13 disabilities. 18 Provide effective language models and use effective communication strategies/resources to facilitate understanding of subject matter for individuals with disabilities whose primary language is not English Means

5 19 Be aware of and able to use national, state, and local special and general curricula standards. 20 Develop long-range individualized instructional plans anchored in both general and special education curricula. 21 Systematically translate those long-range plans into shorter-range goals/objectives based on abilities and needs. 22 Be able to modify instructional plans on an ongoing basis using an analysis of the learning 4.43 process. 23 Use functional assessments to develop intervention plans Develop, as part of a team, individualized transition plans, such as transitions from 4.75 preschool to elementary and from secondary to work. 25 Understand the legal policies and ethical principles of measurements and assessment 4.88 related to referral, eligibility, program planning, instruction, and placement. 26 Be able to conduct and interpret formal and informal assessments of behavior, learning, 4.75 achievement, and environment. 27 Use the results of assessments to help identify exceptional learning needs and to develop 4.63 and implement individualized plans. 28 Evaluate instruction and monitor progress of individuals with disabilities Understand measurement theory and practices, such as reliability and validity View yourself as a life-long learner who conducts self-evaluations Engages in professional activities and participates in learning communicates that benefits 4.25 individuals with disabilities and their families. 32 Be aware of ethical responsibility to advocate for appropriate services for individuals with 4.75 disabilities. 33 Collaborate with team members to plan transition to adulthood that encourages full 4.88 community participation. 34 Be aware of the collaborative and/or consultative role of the special education teacher in 4.75 the reintegration of individuals with disabilities. 35 Be prepared to maintain confidential communication about individuals with disabilities

6 C. LDT-C Program Survey Results (N = 9): CEC Std My LDT-C program at Monmouth University prepared me to: Mean 1.1 develop a philosophy of assessment using data based research, relevant 4.75 knowledge and theories 1.2 develop an understanding of the laws and policies related to assessing 4.75 individuals with exceptional learning needs 2.1 develop an understanding of the range and types of abilities within the 4.75 categories of exceptionalities 2.2 understand the factors that influence the overrepresentation of individuals with 4.63 cultural and linguistic diversity 3.1 provide opportunities for discussing the influences of diversity on assessment 4.63 results 8.1 prepared you to be able to administer tests that assess students with 4.63 exceptionalities 8.2 prepared you to interpret tests against standards of reliability and validity discussed the procedures used in standardized assessment instruments and 4.50 their limitations 8.8 discussed the different vocational and career assessments that are available prepared you to be able to write a report based on observation and the 4.75 collection of data prepared you to assess language skills, behavior and academic skills prepared you to assess perceptual skills collaborate with families to communicate the results of the assessments Collaborate with other members of the Child Study Team to discuss the implications of the assessments 4.50

7 D. Reading Specialist Program (N = 7): As a result of completing the MS Ed. in Reading Program or the Post-Masters Mean Reading Specialist Endorsement Program, I feel prepared to: 1. Use my understanding of the theories of language and literacy development 4.17 to create effective literacy instruction for all students, including those from diverse backgrounds: 2. Use my knowledge of reading research and histories of reading to create 4.33 effective literacy assessment and instruction for all students 3. Determine if students can integrate the major components of reading 4.60 (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading 4. Use instructional grouping options (individual, small-group, whole-class, and 4.60 computer based) to differentiate and scaffold instruction when appropriate for accomplishing learner outcomes 5. Assist and support colleagues and paraprofessionals in their use of grouping 3.67 options 6. Use a wide range of instructional strategies, approaches, and methods, 4.40 including technology-based practices, for all learners including those from differing cultural and linguistic backgrounds 7. Assist and support colleagues and paraprofessionals in their use of a wide 4.40 range of instructional strategies and approaches 8. Use a wide range of curriculum materials to promote effective reading 4.60 instruction for all learners 9. Assist and support colleagues and paraprofessionals in their use of a wide 4.50 range of curriculum materials 10. Use a wide range of formal and informal, individual and group assessments, 4.40 including technology-based assessment tools 11. Assist and support colleagues in their use of a wide range assessments Use assessment results to place students along a developmental continuum 4.40 and identify students proficiencies and difficulties 13. Assist and support colleagues in using assessment results to place students 4.40 along a developmental continuum 14. Use assessment information to plan, evaluate, and revise effective 4.60 instruction that meets the needs of all students 15. Support and assist colleagues in using assessment information to plan, 4.50 evaluate, and revise effective instruction 16. Communicate results of assessment and instruction to parents and other 4.33 individuals 17. Support and assist colleagues in developing methods for communicating 4.33 assessment and instruction results to parents and other individuals 18. Use students interests, reading abilities and backgrounds as foundations for 4.00 your literacy program 19. Provide support and assistance to colleagues and paraprofessionals in using 4.00 students interests, reading abilities, and backgrounds to develop an effective literacy program. 20. Use a large supply of diverse books, technology-based information, and non- 4.33

8 print materials 21. Provide support and assistance to classroom teachers in their use of diverse books, technology-based information, and non-print materials 22. Based on current research, plan and implement active literacy strategies such as modeling, thinking aloud, reading aloud, and sharing the use of literacy for real purposes in daily life 23. Provide support, assistance, and modeling to teachers and paraprofessionals regarding the importance of literacy as life-long activities 24. Based on research, plan and implement instruction that motivates readers to become life-long readers for personal purposes 25. Assist and support teachers in designing programs that motivate students for life-long reading 26. Use ethical and caring attitudes when working with students, families, and the community to support student learning 27. Support teachers and colleagues in their understanding of the connections between teachers dispositions and student achievement 28. Continue to pursue knowledge, skills, and dispositions via professional development, professional organizations, and literacy advocacy activities 29. Assist and support paraprofessionals and teachers in identifying, planning, and implementing professional development plans 30. Collaborate and dialogue with other teachers and reading specialists as well as tap the research base to observe, evaluate, and provide feedback on each other s literacy practices 31. Plan, implement, and evaluate professional development activities in the grade level, school, district, or a broader arena based on literacy and professional development research

9 E. Educational Administration Survey Results (N = 38) ELCC Std. As a result of completing my program at Monmouth University, I feel prepared to: Means 1.1 develop a school vision of learning using data based research, relevant knowledge 4.19 and theories 1.2 articulate a school vision of learning to staff, parents, students, and community 4.24 members 1.3 Implement a school vision of learning steward a school vision of learning promote community involvement in school vision promote a positive school culture that capitalizes on diversity provide an effective instructional program and promote the use of appropriate 4.11 technologies to enrich curriculum and instruction 2.3 apply best practice to student learning design comprehensive professional growth plans that are based on reflective 4.00 practice and research on student learning 3.1 manage the organization to ensure safe, efficient, and effective learning 4.35 environment. 3.2 manage the operations to ensure safe, efficient, and effective learning 4.27 environment. 3.3 manage the resources to ensure safe, efficient, and effective learning 4.14 environment. 4.1 collaborate with families and other community members to promote the success 4.19 of all students 4.2 respond to community interests and needs to improve school programs and meet 4.08 the diverse needs of all students. 4.3 mobilize community resources to support student achievement, solve school 3.97 problems, and achieve school goals. 5.1 act with integrity respecting the rights of others with regard to confidentiality and 4.54 dignity 5.2 act fairly combining impartiality and sensitivity to student diversity act ethically basing decisions upon ethical and legal principles understand the larger educational (political, social, economic, legal, and 4.32 cultural) context 6.2 respond to the larger educational (political, social, economic, legal, and 4.33 cultural)context 6.3 influence the larger educational (political, social, economic, legal, and 4.14 cultural)context 7.3 apply skills and knowledge articulated in the first six ELCC standards as well as 4.14 state and local standards for educational leaders. My experiences were designed to accommodate my individual needs. My experiences were designed to accommodate my individual needs. 4.05

10 F. Master of Education Survey Results (N = 12) Item Mean 1. The program helped me to appreciate the multiple perspectives of diverse others The program addressed the significance of building connections between the content I 3.55 teach and the life experiences of the learners. 3. The program supported the notion that all children and adolescents have multiple ways 4.00 of knowing, and bring unique strengths to learning. 4. The program fosters respect for individual and cultural differences both in content and 4.00 practice. 5. The program helped me to appreciate and engage in culturally-responsive pedagogy The program exposed me to the theory and practice behind various forms of 3.64 assessment. 7. The program supported the promotion of a positive learning environment The program addressed the significance of democratic values in the classroom The program supported the notion that all children and adolescents with diverse needs 3.73 can achieve at high levels of success. 10. The program addressed the importance of being a thoughtful and responsive listener The program encouraged me to consider the role of parents, guardians, and other 3.91 professionals in the overall learning environment. 12. The program encouraged me to consider the role of parents, guardians, and other 3.91 professionals in the overall learning environment. 13. The program encouraged and supported my professional reflection The program supported my goals as a life-long learner My professors were available to me for help when needed My professors supported my individual professional growth and personal interests My advisor responded to me via and/or phone when I had questions about my 3.82 program. 18. My advisor was available during office hours and/or office appointments Overall, this program has enhanced my practice in the field of education I would recommend this program to a friend or colleague. 4.00

11 G. Graduate Early Childhood Endorsement Survey Results (N = 2): My Early Childhood program at Monmouth University adequately prepared me to: Mean 1. Understand the characteristics, diverse needs, and multiple influences on children s 4.0 development. 2. Identify differences in student learning styles to teach to the development ability of the 4 student. 3. Establish a positive and developmentally appropriate classroom environment conducive 4 to learning. 4. Effectively communicate and collaborate with parents, peers, and community members Effectively communicate and collaborate with school administration and other school 4 personnel. 6. Use multiple assessment strategies for evaluating children Use assessment data to draw conclusions about children s learning and development Modify instruction to accommodate the learning needs of all children Reflect on ways to improve my teaching Understand developmentally appropriate approaches to teaching and learning Plan instruction that meets state and professional standards Engage in professional development activities and reflection to promote learning in the 4 students I serve. 13. Use educational research to make decisions that benefit my teaching Recognize the impact of educational practice on the success 4 of students from diverse backgrounds. 15. Develop knowledge, skills, and dispositions of an early childhood educator. 4

12 H. School Counseling Survey Results (N = 23): The following survey items utilized a 5 point scale (5 = very satisfied; 4 = satisfied; 3 = neutral; 2 = dissatisfied; 1 = very dissatisfied) Please rate your satisfaction with Means a. Core Academic Courses 4.36 b. Practicum/Internship Courses 4.61 c. Dr. Barr 4.91 d. Dr. Maldonado 4.69 e. Dr. Paone 4.67 f. Dr. Rothman 4.69 g. Professor Fitzmaier 4.50 h. Professor Zelinski 3.89 i. Professor Stout 3.50 j. Practicum Experience 4.43 k. Internship I Experience 4.50 l. Internship II Experience 4.69 m. Advising 3.94 n. Placement for Practicum/Internship 4.65 o. Contact with the Department 4.41 p. Professional Development 4.30 q. Job Readiness 4.45