Office of Professional Preparation & Licensure

Office of Professional Preparation & Licensure Teacher Education Program Exit Survey 2007-2008

TEACHER EDUCATION PROGRAM EXIT SURVEY The main purpose of the Teacher Education Program Exit Survey is to identify the strengths and areas for improvement in the Purdue University Teacher Education Program and to provide feedback to faculty for possible program revisions. In November 2007 and April 2008, the Office of Professional Preparation and Licensure, in collaboration with the Office of Field Experiences, distributed the Teacher Education Program Exit Survey with instructions via the web to 448 Fall 2007 and Spring 2008 student teachers. Response rate for the surveys was not comparable, although there were over twice as many student teachers in the spring than in the fall. Fall 2007: 31% (Out of 141 student teachers, 44 responded.) Spring 2008: 4% (Out of 307 student teachers, 11 responded.) A total of 55 student teachers responded for a return rate of 12%. Approximately 45.5% of the survey respondents were elementary education majors. The remaining were secondary and all grade education majors. The response rate decreased to 12% in 2007-08 from 16% in 2006-07. Major findings from the survey: The majority of respondents believed they were competent and well prepared for their student teaching. However, 31% of the respondents were undecided about the statement, I was competent to address the needs of students for whom English was not a first language. The elementary education respondents indicated that Blocks III to VI contributed more than Blocks I and II to their teaching career development. Approximately 82% of all the student teachers strongly agreed or agreed that the TIPs (Theory into Practice) helped prepare them for their student teaching placement. Several elementary, secondary, and all grade candidates would have liked more classroom experience in the TIPs and Block courses. Many of the candidates responded that they would have liked greater involvement during the TIPs, particularly during Blocks I and II. Suggestions included: more classroom teaching experience, learning more about various teaching strategies, and place more emphasis on secondary education issues. - 1 -

Some of the main comments regarding Blocks I and II included: not enough attention paid to ENL or Gifted/Talented teaching strategies, lack of uniformity throughout the blocks, provide more classroom teaching experience before student teaching, introduce strategies for teaching writing skills to accompany reading strategies, address the needs of both the elementary and secondary students, provide opportunities to create a lesson plan in subject area and actually teach it, connect content with the blocks and decrease the number of assignments during student teaching so all attention can be given to lesson planning and student teaching. Respondents stated that the methods classes and student teaching experience were the most helpful components of the Teacher Education Program. Most of the student teachers reported that they utilized diverse approaches to enhance their instruction in student teaching. They frequently used different instructional methods and materials and alternative assessment in their classrooms. Although a few student teachers commented the education program should have more emphasis on classroom management, 91% strongly agreed or agreed that they were competent to manage the classroom during their student teaching placements. Overall, most of the respondents were satisfied with their academic advisors/counselors, university supervisors, cooperating teachers, school-based administrators, and other school personnel. Of the respondents, 44% were observed six or more times by their university supervisors. The length of visits of the university supervisors for the majority of respondents (56%) was 30 minutes to one hour. With regards to the frequency of planning and critiquing conferences between the student teachers and cooperating teachers, 11% of the respondents met less than once per week. After program completion, 31% plan to reside outside of Indiana in an urban/suburban community. - 2 -

Descriptive Statistics of the Responses to the Survey Quantitative Questions Question Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Question I was knowledgeable about the concepts and content I was asked to teach during my student teaching placement. My knowledge of how children learn and develop helped me to prepare learning opportunities. I understood student differences and was able to adapt instruction to meet the needs of diverse learners. I was prepared to use a variety of instructional strategies to encourage students' learning and problem-solving. My understanding of individual and group motivation and behavior allowed me to create a positive and active learning environment for my students. I was competent to use communication techniques to foster classroom inquiry and interaction. I was competent to plan instruction based upon the subject matter, my students, and the curriculum goals. I was able to use a variety of assessment strategies to evaluate my students' growth. I consider myself a reflective practitioner who actively seeks out opportunities to grow professionally. I was able to develop relationships with my school colleagues, parents, and the community to support my students during my student teaching placement. Prior to my student teaching placement, I was knowledgeable about the Indiana Academic Standards. I was competent to use educational technologies for teaching during my student teaching placement. I was competent to address the needs of students for whom English was not a first language. I was competent to manage the classroom during my student teaching placement. TIPs (Theory into Practice/early field experiences) helped prepare me for my student teaching placement. Number of responses Mean* Standard Deviation 55 1.72.89 55 1.66.62 55 1.64.59 55 1.79.72 55 1.85.67 55 1.87.76 55 1.62.63 55 1.77.70 55 1.49.50 55 1.53.64 55 1.58.84 55 1.70.70 55 2.42.86 55 1.57.75 55 1.87.98 39 I was treated professionally by my academic advisor/counseling staff. 55 1.52.82 My academic advisor was knowledgeable about the Teacher Education 40 55 1.94 1.01 Program and university procedures. 41 My academic advisor was available. 55 1.80.96 42 My academic advisor was responsive to my needs. 55 1.84.96 44 The university supervisor was helpful. 55 1.69 1.04 45 Contacts with the university supervisor during the student teaching (including seminars, group meetings, conferences, visits, telephone calls, and e-mail messages) were adequate. 55 1.58.92 The feedback provided to me by the university supervisor was of high 46 55 1.63.98 quality. 47 The cooperating teacher was prepared to work with me. 55 1.34.70 48 49 The cooperating teacher was helpful in my development as an effective teacher. School-based administrators and other school personnel assisted with matters outside the classroom (e.g., orientation, meetings, finding materials, counseling, etc.). 55 1.38.76 55 1.74.90 50 The online student teaching application was easy to execute. 55 1.79.77 51 I was treated professionally by the Office of Field Experiences staff. 55 1.54.77 * The student teachers were asked to read each of the above statements and to indicate their degree of agreement with each of the statements using the following scale: (1), (2), Undecided (3), (4), (5) - 3 -

Below is a full compilation of the survey results. 1-15. Please read each of the following statements and indicate your degree of agreement with the statement using the following scale:,, Undecided,, 1. I was knowledgeable about the concepts and content I was asked to teach during my student teaching placement. Undecided 23 (41.8%) 27 (49.1%) 0 (0.0%) 1 (1.8%) 2 (3.6%) 2 (3.6%) 55 (100.0%) 2. My knowledge of how children learn and develop helped me to prepare learning opportunities. Undecided 21 (38.2%) 30 (54.5%) 1 (1.8%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 3. I understood student differences and was able to adapt instruction to meet the needs of diverse learners. Undecided 21 (38.2%) 31 (56.4%) 0 (0.0%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 4. I was prepared to use a variety of instructional strategies to encourage students' learning and problem-solving. Undecided 19 (34.5%) 27 (49.1%) 6 (10.9%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 5. My understanding of individual and group motivation and behavior allowed me to create a positive and active learning environment for my students. Undecided 13 (23.6%) 36 (65.5%) 2 (3.6%) 0 (0.0%) 1 (1.8%) 3 (5.5%) 55 (100.0%) 6. I was competent to use communication techniques to foster classroom inquiry and interaction. Undecided 16 (29.1%) 31 (56.4%) 3 (5.5%) 3 (5.5%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 7. I was competent to plan instruction based upon the subject matter, my students, and the curriculum goals. Undecided 23 (41.8%) 28 (50.9%) 1 (1.8%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) - 4 -

8. I was able to use a variety of assessment strategies to evaluate my students' growth. Undecided 19 (34.5%) 28 (50.9%) 5 (9.1%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 9. I consider myself a reflective practitioner who actively seeks out opportunities to grow professionally. Undecided 27 (49.1%) 26 (47.3%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 10. I was able to develop relationships with my school colleagues, parents, and the community to support my students during my student teaching placement. Undecided 29 (52.7%) 20 (36.4%) 4 (7.3%) 0 (0.0%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 11. Prior to my student teaching placement, I was knowledgeable about the Indiana Academic Standards. Undecided 29 (52.7%) 16 (29.1%) 2 (3.6%) 3 (5.5%) 0 (0.0%) 5 (9.1%) 55 (100.0%) 12. I was competent to use educational technologies for teaching during my student teaching placement. Undecided 22 (40.0%) 26 (47.3%) 4 (7.3%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 13. I was competent to address the needs of students for whom English was not a first language. Undecided 6 (10.9%) 25 (45.5%) 17 (30.9%) 4 (7.3%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 14. I was competent to manage the classroom during my student teaching placement. Undecided 28 (50.9%) 22 (40.0%) 2 (3.6%) 0 (0.0%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 15. TIPs (Theory into Practice/early field experiences) helped prepare me for my student teaching placement. Undecided 21 (38.2%) 24 (43.6%) 4 (7.3%) 2 (3.6%) 2 (3.6%) 2 (3.6%) 55 (100.0%) - 5 -

16-25. Please read each of the following statements and indicate how often you performed the indicated action using the following scale:, Nearly, Occasionally, Rarely, and Never. How often did you: 16. integrate more than one subject area or content from other subjects into your instructional activities? Nearly Occasionally Rarely Never 7 (12.7%) 24 (43.6%) 18 (32.7%) 4 (7.3%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 17. use the Indiana Academic Standards in developing instructional activities? Nearly Occasionally Rarely Never 26 (47.3%) 16 (29.1%) 8 (14.5%) 2 (3.6%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 18. apply computers and related technologies to support instruction? Nearly Occasionally Rarely Never 6 (10.9%) 10 (18.27%) 30 (54.5%) 6 (10.9%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 19. plan and deliver instructional units that integrated a variety of software applications and learning tools? Nearly Occasionally Rarely Never 6 (10.9%) 9 (16.49%) 24 (43.6%) 11 (20.0%) 3 (5.5%) 2 (3.6%) 55 (100.0%) 20. develop technology lessons that used effective grouping strategies? Nearly Occasionally Rarely Never 4 (7.3%) 5 (9.1%) 22 (40.0%) 17 (30.9%) 4 (7.3%) 3 (5.5%) 55 (100.0%) 21. utilize technology for assessment of students? Nearly Occasionally Rarely Never 6 (10.9%) 11 (20.0%) 18 (32.7%) 16 (29.1%) 2 (3.6%) 2 (3.6%) 55 (100.0%) 22. adapt instruction for the needs of diverse learners in your classroom? Nearly Occasionally Rarely Never 19 (34.5%) 17 (30.9%) 16 (29.1%) 1 (1.8%) 0 (0.0%) 2 (3.6%) 55 (100.0%) 23. use alternative assessments (assessments other than tests, worksheets, etc.) in your classroom? Nearly Occasionally Rarely Never 10 (18.27%) 19 (34.5%) 22 (40.0%) 2 (3.6%) 0 (0.0%) 2 (3.6%) 55 (100.0%) - 6 -

24. use small group instructional methods with your students? Nearly Occasionally Rarely Never 15 (27.3%) 20 (36.4%) 12 (21.8%) 5 (9.1%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 25. use materials or techniques you learned during your teacher preparation program? Nearly Occasionally Rarely Never 13 (23.6%) 16 (47.3%) 12 (21.8%) 1 (1.8%) 1 (1.8%) 2 (3.6%) 55 (100.0%) 26. Please indicate which courses and Block(s)/experiences contributed significantly to your knowledge and understanding of each of the following topics. Check all that apply. - Content Knowledge, Knowledge of Standards EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 2 (1.6%) 2 (1.6%) 8 (6.3%) 12 (9.5%) 16 (12.7%) 15 (11.9%) 34 (27.0%) 37 (29.4%) - Teaching Methodology, Curriculum Development EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 7 (6.2%) 2 (1.8%) 8 (7.1%) 15 (13.3%) 10 (8.8%) 11 (9.7%) 26 (23.09%) 34 (30.1%) - Classroom Management and Discipline EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 2 (2.2%) 0 (0.0%) 6 (6.5%) 9 (9.8%) 3 (3.3%) 8 (8.7%) 26 (28.3%) 38 (41.3%) - Understanding and Being Able to Work with Students EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 3 (2.2%) 2 (1.5%) 18 (13.1%) 23 (16.8%) 15 (10.9%) 16 (11.7%) 22 (16.1%) 38 (27.7%) - Knowledge of Diversity, Teaching Diverse Students EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 3 (2.9%) 1 (1.0%) 19 (18.3%) 13 (12.5%) 10 (9.6%) 13 (12.5%) 17 (16.3%) 28 (26.9%) - Using Technology for Teaching and Learning EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 1 (1.2%) 34 (39.5%) 2 (2.3%) 3 (3.5%) 2 (2.3%) 6 (7.0%) 17 (19.8%) 21 (24.4%) - Teaching as a Profession, Professionalism EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 7 (5.2%) 5 (3.7%) 15 (11.1%) 9 (14.1%) 11 (8.1%) 9 (6.7%) 27 (20.0%) 42 (31.1%) - Teaching and Learning Assessment Strategies EDFA 200 EDCI 270 Block I Block II Block III Block IV Block V Block VI 1 (0.9%) 4 (3.6%) 5 (4.5%) 14 (12.5%) 9 (8.0%) 12 (10.7%) 29 (25.9%) 38 (33.9%) - 7 -

Please write comments to the following open-ended questions. 27. Which components of the Block courses and accompanying TIPs (Theory into Practice) that comprise the Teacher Education Program at Purdue were most helpful in your development as a prospective teacher? Please provide specific examples. 1. Anytime that I was able to get out into the classroom and present was helpful to the development. 2. I believe that blocks 3-6 were the most helpful. 3. Block 3 because we were actually in the schools and developed a unit as opposed to just a few lesson plans that were not necessarily related. In Block 5, Classroom Management. This class was helpful because we discussed several different ways to manage a classroom. 4. I feel my methods courses were the greatest asset to me because of the instructors that taught these courses. They showed me that while the information that is being taught is important, it is also in how you present it. This is why I attempt to relate everything we do to the students lives and events that affect them. This was the main thing that the Teach Ed program has taught me. 5. Block 3 and 4 were great because we were in the classroom so much. I wished that block 5 would have been more in the classroom experience...therefore I would add a few more TIP days. Overall the more time in the classroom the more comfortable people will feel! :) Block 4 is great because you learn how to direct struggling readers...loved THAT BLOCK! 6. The Block II TIPs with the specific requirements, 2 large group and 1? small group lessons, were very helpful at giving me some experience with teaching and they made me excited to start teaching. I think multiculturalism was a good class, however it had a lot of flaws, and should have been run differently. 7. Block 2 and 5 were probably the most helpful in becoming a teacher. They both taught a lot about organization, class management and lesson plans, which are important as a beginning teacher. 8. I think that the TIP prepared us the best. It really got us into the classroom to find out about kids. Otherwise you would go into teaching blinded. 9. Lesson Plans, Classroom Management, and Diversity 10. In the TIP observation time before student teaching, it was beneficial to go into the classroom and to observe actual teachers teaching. It is a different perspective being in the classroom as a going-to-be teacher than it was a student. However, I noticed that when my student teaching approached, I felt that I really had no experience in front of the classroom. I think through all of the blocks, it was only required once or twice to get up in front of the classroom and teach. In my observation classes, I wouldn't suggest to my mentor teacher that I teach unless there was a requirement for my class. If there are more available requirements in the class to actually teach a lesson instead of observe, I think the anxiety of being in front of the classroom may diminish. 11. I believe the methods courses (Block III- Block IV) and the inclusive classroom course was most beneficial to me while student teaching. 12. The later English teaching courses were very helpful.the classes through the block system at Purdue were not practical at all. 13. Block III was most helpful. Make the students go into classrooms longer and take less busy work courses. 14. TIP was the most helpful out of block I and block II. Getting to really sit down and talk with practicing teachers and see their philosophies and practices in action made a big impact on how I teach. Student Teaching is the single most valuable resource in the teacher education program, as it offered fully immersed practice in teaching. In my opinion, this kind of study should be the majority of how our four years of college are spent in preparation for a license. 15. my edci 444 class for cfs ed. - 8 -

16. Student teaching was the most helpful. Though the previous blocks were helpful, nothing will have prepared me the way this actual experience has. Of course, preparation for this experience was crucial, and having actual in-class experience through TIP was vital.being in the classroom. Not just sitting in the classroom and observing, but being a part of the teaching aspect. 17. Student teaching was the most helpful. Though the previous blocks were helpful, nothing will have prepared me the way this actual experience has. Of course, preparation for this experience was crucial, and having actual in-class experience through TIP was vital. 18. The best courses that I have taken and actually use in practice come from [NAME]. She taught me Universal Design which is so important in the classroom. 19. The best courses that I have taken and actually use in practice come from [NAME]. She taught me Universal Design which is so important in the classroom. 20. Block three and student teaching were very helpful in my develop ment as a prospective teacher. I was able to create and form units and lesson plans. 21. Block 5 clearly prepared me for student teaching the most. I thought EDCI 466 was the most helpful because I got to get a taste of what sorts of things I was going to have to do during student teaching. It was good practice to complete a unit with a group and also it helped to know the specific parts of the lesson plan. The TIP experiences are clearly where I learned the most about teaching. I found it irritating to sit in a classroom and be taught how to teach students. When I was out in the field I was able to see how teachers put methods into practice and I was able to get a hands-on feel for how to teach. I think it would be wise to double the time for TIP experience and minimize the classroom drill for education majors. 22. None were helpful. 23. Being able to go into the field in a variety of different grade levels was very helpful. I really enjoyed Block V the most because of the teaching assistants and professors that I had. 24. Block two, EDCI 429, and Student teaching were the ones that helped the most. They actually got me experience into my actually profession. I have gotten to take over a class and actually teach lessons so it's been a big help. 25. Blocks V and VI were the most helpful to me. In these courses I was more free to develop my own lessons and use them in the classroom. 26. Mostly Block I and Block II courses 27. I believe that Student Teaching was the most helpful in my development as a prospective teacher. I learned a lot about planning, teaching, and providing students with timely and effective feedback. Block 3 also taught me quite a bit. I learned how to effectively create lessons and assessments based on individual student's needs. 28. Block III was the most helpful because I spent so much time actively engaged with the students. EDPS 430 was also helpful in helping me to prepare for student teaching. 29. Block III was probably the most helpful because it involved the most time spent in the classroom. 30. The reading development classes(edci603) I took with [NAME] were extremely helpful in preparing me for early elementary reading. 31. Block V. My course with Professor [NAME] were the most beneficial. We discussed all of the important and relevant issues that can actually occur during teaching. 32. I felt that the more time in the classroom, the better the TIP experience was. During Blocks 3 and 4, I felt a connection to my students and was able to plan better instruction. Blocks 1, 2, and 5 I did not have as much time in the classroom and therefore it was harder to plan instruction. I feel that I learned the most during my student teaching experience. I had a great support team and was excited to implement new ideas and activities. 33. All the interaction while in TIP helped me to be comfortable with students. 34. I thought the Technology course taught me the most because as a non-traditional student it was where I had the least experience. 35. Overall, the experience in all classes was helpful. However, I learned the most during my student teaching experience. 36. EDCI 370-9 -

37. As an individual who had limited availability to work with children, the TIP experience were most beneficial. Being able to put into immediate practice what we learned in our classroom was very effective! 28. What changes or improvements to the Block courses and TIPs might have enhanced your student teaching experience? Again, please provide specific examples. 1. I would have like to have more lesson plan writing in the math education curriculm. I struggle with writing well thought out lessons and I feel that is because I was not required to write that many before student teaching. 2. I believe that block 5 should provide teachers the experience to practice writing their official lesson plans that must be used for student teaching. They should also be given the opportunity to practice compiling a unit similar to the one that they must prepare for student teaching. 3. In the EDCI classes that I was in, they were mostly focused on Elementary Education, which I am not in. I felt cheated in those classes because most of the material did not apply to me and I felt like it was a waste of time. When I confronted the teachers about this problem, they said that they taught Elementary, so that was their primary focus. 4. I am not sure if the ESL course was organized as well as it could have been. I believe it could have been much more beneficial. 5. If we spent more time in the classrooms and less time in lecture type classes. The experiences between the first 5 blocks and student teaching is like night and day. I never realized all that goes into teaching. In the previous blocks, we barely get a glimse of what really goes on and all the realities of teaching. 6. Getting into the schools sooner rather than just once a day for a couple hours would have benefited me to a much greater extent than what I had encountered. Possibly even doing some observation for a day or two a week for the semester or a set time period. 7. The TA's for EDCI 285 made everyone feel like we were a bunch of horrible white racists. My specific TA yelled at us, made students cry, and told us we did not care or did not understand anything about multiculturalism. I think instead of having 6 weeks of class and 10 weeks of student teaching, there should be 3 weeks of class, 10 weeks of student teaching, then 3 more weeks of class. This would allow us to finish up any work, assignments, portfolios, etc without taking up our time while we're student teaching. 8. I would like to see more projects that are more like what we would do in the classroom. Some of the assignments were fitting, but some were not. 9. I would like to see less work during student teaching. I think that it was really discouraging, because I spent more time on many Purdue assignments than my teaching in the classroom. I feel as if I could of done a better job, if I would of had more time and less work to do for Purdue. Also, I would like to see more teaching in block V. We were only in the classroom 5 times. Before that we were in a school twice a week. More time in the schools would help me better prepare for teaching math and science. 10. Curriculum Mapping, Grade Book, and Parent Teacher Conferences 11. I think more time actually teaching a lesson that I have planned in front of the class I am observing would help. I can only recall two times when it was a necessity to teach a lesson before my student teaching experience. Perhaps my memories are jaded, but I remember teaching a lesson in my methods class and also in block II. Over the course of two years, I can only remember teaching two lessons before my student teaching experience. It also may be nice to have a list of specific teaching strategies learned over the years. For example a master database of examples of KWL, Two-sided note sheets, Venn Diagrams, RAFT, or any other teaching activities. As a student teacher I am always looking for new activities to relate the information. Many times I can not remember an activity like this that I would like to facilitate in my classroom and must use the internet to find such activities. Once I find them I remember them and - 10 -

how to do them, but it would be nice to have a Purdue web site dedicated strictly to learning activities that could be incorporated into the classroom. 12. I believe learning more about strategies actually used in the schools would have benefitted me greatly during my student teaching experience. Some examples: 6+ 1 writing traits, literacy stations, etc. Even learning about the various assessments used such as dibels would have been beneficial. 13. The classes through the block system at Purdue were not practical at all. I was disappointed with most of the educational classes that I was involved with at Purdue. The educational classes that grouped all of the subject areas together were a great example of contradiction in the classroom. In these classes we were taught about educational strategies and whatnot, most of which demonized lecture based approaches. However, each one of these classes were a lecture based class. This was an obvious contradiction in what was being taught and how it was taught. This type of presentation discourages the students. It is hard to come to a conclusion that certain strategies are bad when these bad strategies are being used to teach these concepts. If the professors planned their classes the way they were telling the students to plan their classes the message would be easily accepted and appreciated, however, the professors did not practice what they taught. These contradictions are experiences that frustrate me to this day. I took very little from the actual educational block classes other than seeing them as examples of what not to do. 14. I think that the University Supervisors need to be more fair. Mine was very tough, and I felt that I had to be perfect as a beginning teacher. Some supervisors do not expect anything from their student teachers. There needs to be a happy medium where they are all grading on the same level. 15. EDST 200, EDCI 270 and my secondary methods courses were an almost complete waste of time. If it wasn't for the fact that they offered the TIP portion of the class, I would have gotten next to nothing out of them. Integration of things from 200 and 270 should crop up in other professional education courses. An entire course devoted on the history of education is boring, and an entire course devoted to using Microsoft Office and PowerPoint is trite for those of us already familiar with the suite. Additionally, learning to create a webpage in Microsoft Frontpage is a waste of time, since the company no longer supports it, and suggests alternatives to its use. My secondary methods course could have focused on classroom management and more about HOW to teach, rather than on standards (which are easily followable due to texts). 16. separate the elementry from the rest, the proffesors tended to address them and give examples to them that didnt apply to everyone else. 17. More in-class experience 18. Actual teaching experience up in front of the classroom. It would have been nice to teach a lesson before my student teaching. No more taskstream, it's pointless. I doubt my employer will even consider looking at it. In classes it was just another frustration to deal with. A portfolio could be created in a more effective way. Less focus on research-based practices, but more concentration on tools that a teacher would use in a classroom. Taking baseline data, teachers in the real world don't have time for this, especially special education teachers. Please teach something that is actually used in the real world, instead of wasting our time on box-whisker plots. 19. Actual teaching experience up in front of the classroom. It would have been nice to teach a lesson before my student teaching. No more taskstream, it's pointless. I doubt my employer will even consider looking at it. In classes it was just another frustration to deal with. A portfolio could be created in a more effective way. Less focus on research-based practices, but more concentration on tools that a teacher would use in a classroom. Taking baseline data, teachers in the real world don't have time for this, especially special education teachers. Please teach something that is actually used in the real world, instead of wasting our time on box-whisker plots. 20. I wish I was able to attend block classes which helped me with gifted students. I noticed a specific gifted class was added to one of the block courses. However, I was not able to attend since I was preparing for my student teaching semester. - 11 -

21. There are WAY too many science requirements that I felt were completely unnecessary to my development as an elementary school teacher. I found it especially irritating to have so many science requirements (CHM 200, PHYS 219, BIOL 205, BIO 206, EAS 102, EAS 312) considering that most schools (especially in the primary grades) don't allot for science time at all. I understand if you want teachers to have a base knowledge of material but most of the subject material for classes like BIO 205, BIO 206, CHM 200, PHYS 219, was information that is not even taught in the elementary school and I found myself not using a single thing I learned from those classes. The only science classes I thought that had any sort of redeeming value to me as a teacher in training were the science methods class from block 4 and EAS 102. I also felt that the math classes were pretty ridiculous (MA 132, 138, 139). I felt that those classes were a joke and did not help me apply myself in any way to the teaching field. The Math methods course taken during block 4 proved to be much more helpful. More classes like the math methods class in block 4 should replace classes like MA 137, 138, and 139. I also think that EDFA 200 was an unnecessary class in the program and could easily be removed. 22. Doing more specific activities in the elementary school classroom before student teaching. Actually leaning and implementing techniques for enl students. Visiting a special needs classroom and practicing strategies with those students. Being required to visit and work with each grade level several times before student teaching. Being required and assigned more time each semester to be in the elementary schools doing specific activities with the teachers and students. 23. Education students need to be in the field more often. The hardest thing to deal with when student teaching are lesson planning each day and effective classroom management. Purdue's program prepares you for neither prior to actually student teaching. I would suggest to incorporate a class just on how to lesson plan, and make the students write a lesson plan daily or every-other day in order to be completely competent prior to student teaching. 24. I think it would have been more helpful if all blocks used the same lesson plan format. By the time you get to student teaching you dread having to learn a new lesson plan format. It would have been great if we used the same one throughout all the Blocks. I was one of the first groups to be in the new Block IV, with the ELL class. I think that class was a joke and I did not get any benefit from it at all. 25. Block one I didn't even get to help teach my subject. I had to teach english and I'm phys ed major so that might be a big problem with why it wasn't helpful. 26. CDFS 405, CDFS 406 27. The only thing I would say that I thought was a little bit odd was the fact that our time in the classroom seemed to decrease as we went through the blocks except for when we got into student teaching. I would think that the more time we spend in the schools the better. 28. Try to emphasize uniformity throughout the Blocks. This would be particularly helpful with issues such as lesson plan formats. Also, I felt that each Block was too distinct from all the others. Some more cohesion would be better. 29. I would have liked more experience with creating assessments. Also, it would have been beneficial to learn how to effectively communicate with parents and deal with difficult situations involving parents. I definitely would have liked to discuss portfolios more and to have seen some examples of successful portfolios before I was required to make my own. I felt lost during that process. 30. The multicultural education class(edci585) I felt should have been more geared towards a classroom setting. 31. Shortening of the six week course before my student teaching, so that we could have time to reflect on student teaching at the end of the semester instead of teaching to the end of finals week. Having EDCI 270 in a later block, because by the time I was able to teach I did not remember the theories I had learned. 32. More time in the classroom during the TIP experiences would have been helpful. Also, having a methods class on how to specifically teach writing (not just literacy which mostly focused on reading) would have been great. 33. More classes on classroom mangagement - 12 -

34. As secondary education, we could use more classroom management instruction. This is the area I felt least prepared in. 35. N/A 36. I would have appreciated more work with ELL students since it is a growing concern. The students we worked with were fairly fluent in English, so it was not as beneficial. Also, I would have really like a class or two with gifted and talented students. Being a general teacher, we need to work with all students. Thus, the more knowledge and experience we can have the better. For instance observing and/or being in a special education room would have given more insightful knowledge. Likewise, working with G/T students would have been beneficial. 29. What are your greatest strengths as a teacher, and how did Purdue's Teacher Education Program contribute to the development of these strengths? 1. My greatest strength is my abilitiy to communicate my ideas and thoughts to the classroom. Purdue fostered this by allowing the TIPs experiences. 2. working with the children one-on-one, Purdue gave me opportunities to go into the schools and practice working with the children prior to student teaching 3. Classroom managament - block 5 truly prepared me for management in the classroom. Integrating technology - my experiences at Purdue have made me very comfortable with technology. 4. I feel that personability is my greatest strength and I think Purdue Teacher Ed Program has helped show me where to be a teacher, and when to be a friend. 5. Planning and preparing...i feel that through the different lessons and projects that were required with the education program, this forced me to get organized. Therefore I get nervous if things arent planned at least a week ahead of time. 6. My greatest strengths are my content knowledge and my ability to read students. My content knowledge mostly came from my math courses, however I think the education program taught me how to make discovery lessons, which require indepth content knowledge. Now I have a way to utilize my content knowledge to facilitate students' learning. 7. Content knowledge and the math classes at Purdue strengthened those. I also have a lot of patience and I think being in the classroom early helped that as well. 8. My greatest strength is that I can adapt to most kids. I have had enough experience that I am able to adapt lessons for students fairly easily. 9. Confidence, Management, and Lesson Plans 10. I bring a great deal of energy to my classroom. I think this is my greatest strength. However, I think it should also be noted that all of my lesson plans submitted to my mentor teacher have been fundamentally sound. She has had no problems with what I want to do in my classes and has even said they have been lessons she would have taught herself. Because my knowledge of theory and teaching techniques is well versed, the students can become engaged in the classroom and match the energy that I put into my classroom. 11. I believe my greatest strength I can contribute to Purdue is the variety of teaching strategies I used in the classroom. 12. My greatest strengths as a teacher were developed primarly through personal observation that I did mostly away from Purdue's Teacher Education Program. Athletics contributed greatly to my attitude and strategy in the classroom. 13. I think I was pretty well-trained with the components of a good lesson plan. 14. My greatest strengths are being a clear and knowledgable leader, being an honest disciplinarian, and having an open ear and mind to the thoughts and words of students. I learned none of these things from the Purdue Teacher Education Program. I learned how to be a good leader from a great job opportunity at Purdue (which has since been wrongly discontinued), I learned how to be fair and honest in discipline from my cooperating teacher, and I learned to be open minded from my parents and friends. 15. organization (purdue didnt) and my cfs ed classes because they were specifically designed for us. - 13 -

16. My greatest strength is a deep care for the students. Purdue's program contributed to this by giving us an understanding of how to deal with diversity within the classroom. This has helped me greatly in my student-teaching experience. 17. My greatest strength is a deep care for the students. Purdue's program contributed to this by giving us an understanding of how to deal with diversity within the classroom. This has helped me greatly in my student-teaching experience. 18. As a teacher I am super organized and I always work ahead of time to get my tasks done. Purdue's education program helped highlight these strengths. I enjoyed how I could work ahead on any assignment that I chose; they were always available. 19. As a teacher I am super organized and I always work ahead of time to get my tasks done. Purdue's education program helped highlight these strengths. I enjoyed how I could work ahead on any assignment that I chose; they were always available. 20. My greatest strength is discussion with students. I enjoy discussing topics/ subjects with students and is able to generate higher level thinking questions for the students. This was developed throughout my student teaching semester. 21. One of my greatest strengths as a teacher is being able to motivate students to want to learn. I am constantly thinking of creative ideas for lessons that are unique and fun for students. Using these in my classroom lessons really helps me to motivate my students. Another teaching strength of mine is using active learning listening strategies to maintain classroom management. Learning about active learning listening strategies earlier in the program than block 5 would have helped me more in my TIP experiences to gain control of a classroom during instruction. Being able to use ALLS are a key component to classroom management and once I was able to master using small ALLS throughout lessons, I was able to gain control of the classrooms I taught in and also gain confidence in my self as a teacher by doing so. 22. I know what a standard is and how to apply it in every possible way. This is what was emphasized the most during the last 3 blocks and special area classes. 23. My greatest strengths as a teacher are that I am confident, flexible, comfortable with my students, and expect and demand success from them. I cannot specifically state how Purdue's program contributed to these strengths. 24. I have great classroom management and motivation skills. I do not necessarily think that I learned these from the Block programs. I think that is something that you either have or dont have. 25. My greatest strengths as a teacher are my ability to control a class and my ability to make good assessments. I credit my professors in my major with giving me the skills I need to be an effective teacher. 26. Placement with children from diverse backgrounds 27. I would say patience and understanding would be my two biggest strengths as a teacher. Purdue helped contribute to these strengths by teaching me different methods to help students of different levels and how to recognize the different levels of learning. This allowed me to understand that some students will not get everything the first time you explain them and that as a teacher I need to find a different and more effective way to reach that student. 28. I am able to manage the classroom very well. I don't believe that Purdue's Teacher Education Program DIRECTLY developed this skill. Instead, I think the program provided me with the necessary background skills that could be combined into this one broader skill. 29. Purdue really helped me to be successful with integrating subjects. Also, the unit plan during student teaching prepared me for curriculum mapping, which many schools now require. I think some of my greatest strengths are my enthusiasm for learning and the way that I am able to make the classroom a safe and comfortable environment for the students. 30. I feel that I am very well prepared to teach reading to children at the Elementary level thanks to my reading classes with [NAME]. 31. Classroom management and different teaching methods. Through discussions in my block V classes that were small and with the same people, so we had the chance to have interesting discussions and the ability to openly share different ideas. - 14 -

32. My greatest strengths are that I am creative, resourceful, and organized. Purdue's Teacher Education Program as a whole opened my eyes to the different resources that I have available to me as a teacher. Also, after taking the classroom management course I felt that I was able to try new ideas while still being able to keep the class under control. 33. i am comfortable walking into schools and interacting with students because of all the experiences in TIP 34. My greatests strengths come naturally, but the program at Purdue gave me the reasons to back up why I do what I do. 35. My greatest strength is organization and I was able to use this to keep my lessons and schedules up to date. 36. relationship that I form with my students. 37. My greatest strengths are my creativity and flexibility. Purdue allowed me to create my own lessons i a variety of creative ways. 30. In which areas of teacher preparation would you welcome opportunities for further professional development? 1. I am not sure at this point. 2. Classroom management with students that are beyond help. The students that are only there till they can drop out or get kicked out. 3. effective assessments and grading 4. Time management as far as covering all the subjects needed in a way that address every child's need. 5. I feel that the Purdue student should be in the classroom earlier than currently is allowed. 6. Literacy! :) 7. I would like more help with writing a resume and applying to schools. I would like more help makeing my portfolio, and learning what kinds of things employers are looking for. I have felt very rushed at the end at getting these important things prepared. I also feel like I have to do all of this on my own time while being extremely busy in the end with student teaching. I think there should be some sort of time allotment and help with these things to help us, not only be prepared to do well in our jobs, but to get jobs in the first place. 8. I would like to see more use of technology in the classroom and be more knowledgeable about different types of tools. 9. I would like to see more speakers come into the classrooms with writing techniques and ways to spice up math. I find it very hard for my younger students to write, but we just keep working. Plus math can be so boring for them at times, but we have to stick to the work book. If we don't do the work book, then we can get in a lot of trouble. 10. Use of technology, and closure in lessons 11. I would like to pursue something in the lines of teaching novels. I am currently trying a literature circle technique to try to engage my students in the reading they have to accomplish. I think it is always good to find new ways of presenting material though. I suppose you could say that instead of just pursuing teaching novels, I would like to pursue teaching techniques/ activities to be utilized in the classroom. 12. You can always learn more to become a better teacher :) 13. I believe that there are many areas that could be addressed further. The most glaring would be the ability to observe in the classroom more often in the later years of the block system. The observations during block one were poorly orchestrated due to the guided interviews as well as some other things. 14. I would like to learn about ESL students. 15. Classroom management, financial expectations, clerical expectations, administrative expectations. Teaching is easy, paperwork is hard... 16. going to teacher conferences and more management/organization skills development - 15 -

17. more in-vlass experience 18. Classroom management, writing IEP's, behavior modification. 19. Classroom management, writing IEP's, behavior modification. 20. Any sort of methods class where they can teach us by explaining, "We're going to do 'this' activity...and this is how it can be used or applied in your own classroom in the future." I also think that the TIP times and experiences need to be longer and with a wider variety of schools, teachers, and grade levels. 21. Classroom management strategies, creative ideas that can be done everyday that are actually feasible for the everyday teacher. 22. Lesson planning and classroom management!!! 23. Assessment. I do not think we were every really taught how to assess students or the different ways that we could assess them. I thought my ability to assess my students was lacking because I was not taught that properly. 24. Discipline and class management. 25. Learn more about assessment before student teaching 26. Creating assessments. I think that I would like to learn more about creating authentic assesments that will challenge each of the students. 27. Use of instructional technology 28. I felt like the Teaching English as a Second Language course was not as beneficial as it could have been because we never had the opportunity to practice what we were learning. The students that we worked with were not ELL students. 29. Math Programs, ie Marcy Cook, touch math, etc. 30. Basic English grammar; it was never covered in my four years at Purdue and is a very important element for teaching English/Language Arts 31. Definitely in classroom management, specifically discipline. Also, it would be great to have professionaly development in new ideas in math and science, such as how to incorporate and implement manipulatives into instruction. 32. management Studies on how students acquire 2nd language. 33. As I stated before, we need more classroom management ideas. 34. I have had the opportunity to attend several conferences and writing workshops. They have been VERY helpful. I think offering workshops for students to attend would be great! I know I would have gone to many!! Please complete the following demographic items to the best of your ability. 31. In what type of community was the school where you did your student teaching? Metropolitan Town Suburban Rural 9 (16.4%) 17 (30.9%) 10 (18.2%) 15 (27.3%) 4 (7.3%) 55 (100.0%) 32. At what grade level did you teach during your student teaching placement? (Check all that apply) K 1 2 3 4 5 6 8 (6.2%) 9 (7.0%) 7 (5.43%) 11 (8.5%) 5 (3.9%) 8 (6.2%) 8 (6.2%) 7 8 9 10 11 12 5 (3.9%) 7 (5.43%) 15 (11.6%) 17 (13.2%) 14 (10.9%) 15 (11.6%) 33. What computer access did you have in your classroom? Computer with fast Internet connection Computer with slow Internet connection(i.e., dial-up) Computer with no Internet connection No Computer 44 (80.0%) 4 (7.3%) 0 (0.0%) 3 (5.5%) 4 (7.3%) 55 (100.0%) - 16 -

34. What was the availability of a computer lab in your school? Computer lab with enough computers for each student Computer lab without enough computers for each student No computer lab 40 (72.7%) 8 (14.5%) 3 (5.5%) 4 (7.3%) 55 (100.0%) 35. What was the average number of class(es) that you taught each day? 1 2 3 4 5 6 15 (27.3%) 5 (9.1%) 8 (14.5%) 3 (5.5%) 9 (16.4%) 7 (12.71%) 7 8 9 10 1 (1.8%) 2 (3.6%) 0 (0.0%) 0 (0.0%) 5 (9.1%) 55 (100.0%) 36. What was the average number of students in each class? 1-5 6-10 11-15 16-20 21-25 26-30 31-35 1 (1.8 %) 3 (5.5%) 1 (1.8%) 14 (25.5%) 23 (41.8%) 7 (12.7%) 2 (3.6%) 4 (7.3%) 55 (100.0%) 37. Estimate the number of students in your class(es) belonging to each group: 0 1-5 6-10 11-15 16-20 21-30 31-40 41-50 English as a second language (ESL) Gifted and talented (G/T) Receiving free or reduced lunch Learning disabled (LD) Attention deficit hyperactivity disorder (ADHD) Emotionally handicapped (EH) 23 (41.8%) 24 (43.6%) 7 (12.7%) 1 (1.8%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 15 (27.3%) 31 (56.4%) 3 (5.5%) 2 (3.6%) 0 (0.0%) 3 (5.5%) 0 (0.0%) 1 (1.8%) 15 (27.3%) 6 (10.9%) 20 (36.4%) 6 (10.9%) 5 (9.1%) 2 (3.6%) 0 (0.0%) 1 (1.8%) 12 (21.8%) 28 (80.9%) 8 (14.5%) 4 (7.3%) 1 (1.8%) 0 (0.0%) 0 (0.0%) 2 (3.6%) 13 (23.6%) 32 (58.2%) 5 (9.1%) 4 (7.3%) 1 (1.8%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 27 (49.1%) 23 (41.8%) 5 (9.1%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) Other 46 (83.6%) 7 (12.7%) 1 (1.8%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 1 (1.8%) If other please specify group: 1. All of these students have something to classify them 2. Behavioral disorders (2) 3. multiple handicaps or disibilities 4. Autistic, Aspberger's Syndrome, Spina Bifida 5. Children with Autism 6. Downs Syndrome 7. Physical handicap - 17 -

38. Estimate the number of students in your class(es) belonging to each racial/ethnic group. American Indian or Alaskan Native Asian or Pacific Islander or Asian American Black or African American, Non-Hispanic 0 1-5 6-10 11-15 16-20 21-30 31-40 41-50 0 (0.0%) 6 (10.9%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 13 (23.6%) 1 (1.8%) 2 (3.6%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 26 (47.3%) 3 (5.5%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) Mexican American 0 (0.0%) 20 (36.4%) 6 (10.9%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) Latin American or other Hispanic White, Non-Hispanic 0 (0.0%) 19 (34.5%) 2 (3.6%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 1 (1.8%) 8 (14.5%) 11 (20.0%) 13 (23.6%) 0 (0.0%) 11 (20.0%) Other 0 (0.0%) 4 (7.3%) 1 (1.8%) 0 (0.0%) 0 (0.0%) 1 (1.2%) 0 (0.0%) 0 (0.0%) If "other" please specify group: 1. Indian 2. Russian 3. Families from Middle East 39-51. Please read each of the following statements and indicate your degree of agreement with the statement using the following scale:,, Undecided,,. 39. I was treated professionally by my Academic Advisor/Counseling staff. Undecided 30 (54.5%) 14 (25.5%) 1 (1.8%) 3 (5.5%) 0 (0.0%) 7 (12.7%) 55 (100.0%) 40. My Academic Advisor was Knowledgeable about the Teacher Education Program and university procedures. Undecided 20 (36.4%) 18 (32.7%) 5 (9.1%) 6 (10.9%) 0 (0.0%) 6 (10.9%) 55 (100.0%) 41. My Academic Advisor was available. Undecided 23 (41.8%) 18 (32.7%) 3 (5.5%) 5 (9.1%) 0 (0.0%) 6 (10.9%) 55 (100.0%) 42. My Academic Advisor was responsive to my needs. Undecided 22 (40.0%) 18 (32.7%) 4 (7.3%) 5 (9.1%) 0 (0.0%) 6 (10.9%) 55 (100.0%) - 18 -

43. Other comments about my Academic Advisor/Counseling Staff. 1. I felt that I was mislead from time to time and was stuck taking courses that were not suited for my skills. I feel like I could have been led done some different paths and been more successful and more willing to reach out to other areas of the campus instead of struggling through my schedule. 2. I went through numerous Academic Advisors while at Purdue. Some of them had a good knowledge, while others did not. I feel that they could have done a better job in helping me decide what I should/needed to take rather than leaving it up to me and possibly allowing me to fall behind. 3. I switched counselors many times during my time at Purdue because new people were hired/left. However when I asked to be placed with the lady I had been seeing the most, they were very respectful and helpful! :) 4. Helpful for the most part. 5. He had requirements for us other than Purdue required. I liked this, it made us more responsible for what we should be doing as a teacher. For example we had to attend outside of school activities and observe at least 4 teachers outside of our discipline. 6. The Physics advisor is terrible and gives bad advice, I almost had to take extra semesters because of her lack of knowledge on the programs. My math advisor was awesome! 7. My academic advisior, [NAME], was very supportive during my praxis testing struggle. She was able to contact and notify me on how to improve my praxis score, and when my scores have arrived. She was helpful and organized during my class scheduling appointment. 8. [NAME] is an excellent and very supportive student advisor. 9. As an ET3 student I felt that my Academic Advisor knew nothing about the program or the classes I needed to take. 10. [NAME] was a great academic advisor! She was very responsive to any questions that I may have had. I also worked with her for the Ambassador program. She had a good rapport with all of the ambassadors. 11. [NAME] was great! 12. I went through several advisors while at Purdue and by far [NAME] was the most helpful, knowledgable, and supportive of all. 13. She knows what she is doing, but was frequently abrasive and seems unhelpful. 14. My academic advisor was awesome! She was well-informed of my needs and worked diligently to help me attain my goals. 44. The University supervisor was helpful. Undecided 27 (49.1%) 17 (30.9%) 0 (0.0%) 3 (5.5%) 2 (3.6%) 6 (10.9%) 55 (100.0%) 45. Contacts with the university supervisor during the student teaching (including seminars, group meetings, conferences, visits, telephone calls, and e-mail messages) were adequate. Undecided 28 (50.9%) 16 (29.1%) 0 (0.0%) 2 (3.6%) 2 (3.6%) 7 (12.7%) 55 (100.0%) 46. The feedback provided to me by the university supervisor was of high quality. Undecided 28 (50.9%) 15 (27.3%) 2 (3.6%) 1 (1.8%) 2 (3.6%) 7 (12.7%) 55 (100.0%) - 19 -