Teacher Survey

Study of Teacher Preparation Experiences and 

Early Teacher Effectiveness
Dear Teacher,

We are excited to invite you to participate in an important national research study about teachers’ 

preparation experiences. The study is sponsored by the Institute of Education Sciences at the U.S. 

Department of Education and the survey is administered by Abt Associates. Your participation could 

provide crucial information to help improve teacher preparation nationwide. We hope you will take the 

time to let your voice be heard!

What is the purpose of the study?

The objective of this study is to explore whether teachers’ preparation experiences are associated with 

their early effectiveness in the classroom. 

Is Participation Voluntary?

Yes, taking part in the study is voluntary. Your decision whether or not to participate will have no effect 

now or in the future on your employment, certification status, or your relationship with your school and 

district. You may change your mind and withdraw from the study at any time without penalty. 

What are the Benefits and Risks?

Participants will be making an important contribution to the largest and most comprehensive study ever 

conducted examining teachers’ preparation experiences, although there is no direct benefit to you from 

participating in the study.

There is minimal risk for participation in the study. Per the policies and procedures required by the 

Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will 

be used only for statistical purposes. The reports prepared for this study will summarize findings across 

the sample and will not associate responses with a specific program, district or individual. Any willful 

disclosure of such information for nonstatistical purposes, except as required by law, is a class E felony. 

All information obtained from districts and teachers as a result of this study will be kept confidential to 

the extent allowed by law. 

Incentive

You will receive an incentive of $30 for your time completing the survey.

Additional Questions

If you have any questions about the study, please contact Linda Caswell, Abt Study Director, at 617-520-

3022 (toll call). For questions about your rights with regard to the study, you may call Katie Speanburg, 

Abt Institutional Review Board Administrator, toll-free at 877-520-6835.

 By checking this box, I agree to participate in the Study of Teacher Preparation Experiences and 

Early Teacher Effectiveness by completing the brief survey.

Please complete the survey at the following link: 

Thank you for your participation in this very important study!
The Study of Teacher Preparation 

Experiences and Early Teacher 

Effectiveness

Thank you in advance for the time spent completing this questionnaire—it is vital to the success of this 

important study. Be assured that your answers will be completely confidential; no information will be 

reported that identifies you, your school, or your district.

This survey is part of a national study to understand teacher preparation experiences related to teacher 

effectiveness funded by the U.S. Department of Education’s Institute of Education Sciences.

The survey questions are about your experiences as part of your teacher preparation for initial 

certification, including all experiences up to the current date. 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless it displays a valid OMB control number. The valid OMB control number for this information 

collection is 1850-0891. The time required to complete this information collection is estimated to average 35 

minutes per response, including the time to review instructions, search existing data resources, gather the data 

needed, and complete and review the information collected. If you have any comments concerning the accuracy of 

the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, 

Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of 

this form, write directly to: U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Evaluation and Regional Assistance, 555 New Jersey Avenue, NW, Washington, DC 20208.

OMB NO.:

EXPIRATION DATE:
1

Let’s start with some general questions about you and your teaching experience.

Q1. For how many years have you been employed as the teacher of record in a general education

classroom? (Check one)

1

_______This year is the 1st year I have been employed as a teacher of record

2

_______This year is the 2nd year I have been employed as a teacher of record

3

_______This year is the 3rd year I have been employed as a teacher of record

4

_______This year is the 4th year or more that I have been employed as a teacher of record 

5

_______I have not been employed as a teacher of record

Q2. In the current school year (2014-2015), do you teach language arts/reading to at least one 

classroom of general education students in the 4

th

, 5

th or 6th grade?

1 Yes

0 No

Q3. In the current school year (2014-2015), do you teach math to at least one classroom of general 

education students in the 4

th, 5th, or 6th grade?

1 Yes

0 No

Q4. Did you teach in this district in the 2013-14 school year?

1 Yes

0 No

Q5. In the 2013-14 school year (last year), did you teach language arts/reading to at least one 

classroom of general education students in the 4

th, 5th, or 6th grade?

1 Yes

0 No

Teaching Experience

Programming: If Q1 = 4 or 5, terminate survey (teacher is not eligible). 

Programming: If Q2 = 0 and Q3=0, teacher is not eligible for 2014-15. Otherwise, teacher is eligible in 2014-15.

For Q1 =1 (1st year teacher): If teacher is eligible in 2014-15, skip to Q10 and complete survey; if teacher 

is not eligible in 2014-15, terminate survey.

Programming: For Q1 = 2 (2nd year teacher): If Q4=0, teacher is not eligible in 2013-14. If teacher also is not eligible in 

2014-15, terminate survey; if teacher is eligible in 2014-15, skip to Q10 and complete survey.

For Q1=3 (3rd year teacher), if Q4=0, teacher is not eligible in 2013-14. Skip to Q7.
2

Q6. In the 2013-14 school year, did you teach math to at least one classroom of general education 

students in the 4

th, 5th, or 6th grade?

1 Yes

0 No

Q7. Did you teach in this district in the 2012-13 school year?

1 Yes

0 No

Q8. In the 2012-13 school year, did you teach language arts/reading to at least one classroom of 

general education students in the 4

th, 5th, or 6th grade?

1 Yes

0 No

Q9. In the 2012-13 school year, did you teach math to at least one classroom of general education 

students in the 4

th, 5th, or 6th grade?

1 Yes

0 No

Programming: If Q5 = 0 and Q6=0, teacher is not eligible for 2013-14.

For Q1 =2 (2nd year teacher): If teacher is eligible in 2013-14, skip to Q10 and complete survey.

If teacher is not eligible in 2013-14 but is eligible in 2014-15, skip to Q10 and complete survey.

If teacher is not eligible in 2013-14 or in 2014-15, terminate survey.

Programming: If Q7=0, teacher is not eligible in 2012-13. 

If teacher is eligible in 2014-15 or 2013-14, skip to Q10 and complete survey; teacher is not eligible in 

2014-15 or 2013-14, terminate survey.

Programming: If Q8 = 0 and Q9 =0, teacher is ineligible for 2012-13 

For Q1 =3 (3rd year teacher): If teacher is not eligible in 2012-13 and is ineligible in 2013-14 and 2014-15, 

terminate survey.
3

Now let’s cover some questions about your pathway to initial teaching certification and your specific 

preparation program. 

Q10. How would you describe your teacher preparation program? (select one)

1 A “traditional” undergraduate program (candidates complete all program requirements, 

earn a bachelor’s degree, and receive initial certification before they leave to become fulltime teachers) 

2 A “traditional” master’s program (candidates with a bachelor’s degree complete all program 

requirements, earn a master’s degree, and receive initial certification before they leave to 

become full-time classroom teachers)

3 A “traditional” post baccalaureate program, sometimes called a fifth-year program 

(candidates with a bachelor’s degree complete all program requirements and receive initial 

certification before they leave to become full-time teachers, but do not earn a master’s 

degree)

4 An “alternative” certification program that leads to a master’s degree (candidates with a 

bachelor’s degree become full-time teachers before completing all program requirements 

and before receiving initial certification; candidates earn a master’s degree upon program 

completion)

5 An “alternative” certification program that does not lead to a master’s degree (candidates 

with a bachelor’s degree become full-time teachers before completing all program 

requirements and before receiving initial certification; candidates do not earn a master’s 

degree upon program completion)

Q11. In what state is/was your teacher preparation program located?

Drop-down menu of states will be provided.

Q12. Please enter the name of your teacher preparation program in the space below.

 If you attended a program (either traditional or alternative) offered by a college or 

university, enter the name of the college/university.

 If you attended/are attending an alternative program offered by an organization other than 

a college or university, please enter the name of the program.

 Enter “TFA” or “TNTP” if you are/were a member of either of these programs.

____________________________________________________________________________

Preparation Pathway
4

Q13. How would you describe where you are in terms of completing your teacher preparation 

program for initial certification?

1 I completed my teacher preparation program for initial certification before I started my 1st

year of teaching

2 I completed/plan to complete the requirements of my teacher preparation program for 

initial certification by the end of my 1st year of teaching

3 I completed/plan to complete the requirements of my teacher preparation program for 

initial certification by the end of my 2nd year of teaching

4 I plan to complete the requirements of my teacher preparation program for initial 

certification by the end of my 3rd year of teaching

Q14. As part of your teacher preparation program, did you have a student teaching placement prior 

to working as a full-time teacher? (Student teaching is where you have full classroom 

responsibilities but are not the teacher of record for that classroom. There is a cooperating 

teacher who is the teacher of record).

1 Yes

0 No

Q14. Where did you do your student teaching? If you had more than one placement, please list each 

one.

Placement 1: 

Name of school: 

Name of school district: 

City and state of school district: 

Placement 2: 

Name of school: 

Name of school district: 

City and state of school district: 

Programming: If Q14 = 0, skip to questions on preparation experiences in next section.
5

The next set of items is about your teacher preparation experiences. There are 13 items, each one about 

an instructional topic area. Within each topic area, you will see a list of five instructional strategies. The 

survey asks about the amount of each of four types of preparation experiences you may have had 

related to each strategy. Please answer these questions about your own preparation experiences in your 

program for initial certification—not about experiences that other teacher candidates in your same 

program might have had. Please consider all of your preparation experiences from your preparation 

program, from your first experience to your most recent. Each item also asks about the extent to which

your preparation experiences with each strategy have been useful in your work as a full-time classroom 

teacher.

For each of the instructional strategies, indicate the frequency of opportunities you have had to learn 

about that strategy as part of your preparation program. Please answer separately for four types of 

learning opportunities:

1. As part of your preparation program, how often did you read about, hear about or see a roleplay of this strategy (such as during coursework)?

2. As part of your preparation program, how often did you observe a teacher using this strategy in 

a K-12 classroom (in videos or during fieldwork or student teaching)?

3. As part of your preparation program, how often did you practice this strategy in a K-12 

classroom prior to becoming a full-time teacher?

4. As part of your preparation program, how often did you receive feedback on your use of this 

strategy that included what you did well or how you could improve, from program staff or a 

cooperating teacher?

For each instructional strategy, please indicate how useful the total set of preparation experiences have 

been for your classroom instruction.

Teacher Preparation Experiences
6

Topic Area 1: Facilitating Extended Classroom Discussions

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from 

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Facilitating Extended 

Classroom Discussions

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Holding extended classroom discussions about lesson 

content where students are asked to explain and defend 

their thinking, compare their ideas to others, brainstorm 

about new ideas, formulate hypotheses 

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Asking students to explain and clarify their ideas about 

academic content by using methods such as open-ended 

questions, repetition, or extension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Using questioning and discussion techniques to challenge 

students to build logical arguments, challenge their 

premises, and critique the arguments of others

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Modeling “active listening” during classroom discussions, 

i.e., using non-verbal cues such as making eye contact, 

leaning forward, nodding

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Using questioning and discussion techniques to challenge 

students to build logical arguments, challenge their 

premises, and critique the arguments of others

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
7

Topic Area 2: Maintaining a Positive Classroom Climate

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Maintaining a Positive 

Classroom Climate

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Communicating respect and warmth both in words and 

non-verbally (making eye contact, being in physical 

proximity) when interacting with individual students and 

the class as a whole

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Demonstrating knowledge of and interest in students’ lives 

inside and outside of school 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Listening closely and with genuine interest when students 

talk and encouraging students to listen to each other 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Encouraging cooperation among students, such as 

working together and sharing materials 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Responding to students’ efforts and participation with 

positive comments (e.g., “What a great idea!” “You guys 

are working together really well on that project.”)

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
8

Topic Area 3: Productive Use of Classroom Time

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from 

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/Very oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Productive Use of Time in the 

Classroom

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing clear options/directions for students who finish 

class activities early (e.g., students have other activities to 

do when they finish their work)

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing clear guidance to students about what is 

expected during transitions between activities and different 

groupings to avoid losing instructional time to address 

student behavior

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Establishing procedures for students during whole-class 

discussions or activities to avoid losing instructional time to 

address student behavior (e.g., raising hands to talk in 

turn, listening actively to other students) 

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying what students are expected to do during a 

lesson when they are working independently or with peers 

without direct teacher supervision

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Teaching students to implement classroom routines such 

as distribution and collection of materials with minimum 

disruption to the flow of instruction

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
9

Topic Area 4. Demonstrating Sensitivity to Student Needs

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Demonstrating Sensitivity to 

Student Needs

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Recognizing the signs that students may need extra 

support or assistance 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Checking in with students who are having difficulties with 

classroom activities or who are not engaged in the 

activities

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing individualized support to both students 

struggling with understanding content and students who 

need extra challenge

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Adjusting pacing and wait time during instruction if 

students need more time to understand a concept, 

process information, or complete an assignment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Following-up with students who have experienced difficulty 

to ensure that the additional assistance offered has met 

their needs

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
10

Topic Area 5. Conveying the Importance of Learning

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Conveying the Importance of 

Learning

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying to students the importance and value of the 

concepts and skills they are learning 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying to students that their job in the classroom is to 

work hard and engage in learning 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying high expectations for student participation and 

engagement in classroom tasks and activities 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying the belief that all students are capable of 

learning challenging material if they work hard 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Conveying that students should take responsibility for the 

quality of their own work by initiating improvements, 

making revisions, adding detail based on feedback from 

the teacher

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
11

Topic Area 6. Managing Student Behavior to Maximize Learning Time

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from 

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Managing Student Behavior to 

Maximize Learning Time

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing consequences for misbehavior that are enforced 

in a consistent and predictable way, when and if 

necessary

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Redirecting misbehavior using nonverbal cues such as 

eye contact, gestures, or physical proximity to students 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Monitoring students to anticipate and redirect problem 

behavior to minimize loss of instructional time 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Encouraging students to monitor themselves, i.e., be 

responsible for their own behavior 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing students with expectations for behavior that are 

clear, consistent and understood by everyone in the class 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
12

Topic Area 7. Building Comprehension of Academic Concepts

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Building Comprehension of 

Academic Concepts

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Helping students understand and explain multiple 

perspectives about academic concepts, such as different 

views on immigration or global warming, and to support 

their position

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Anticipating areas where student misconceptions about 

content are likely and providing explanations that address 

the misconceptions

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Modeling the use of precise academic vocabulary and 

explaining its meaning 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing opportunities for students to practice using new 

strategies and processes in context and monitoring their 

understanding and appropriate use

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Requiring students to analyze and explain their ideas or 

answers about what they have read and written, for 

example, asking students summarize and defend a 

position they have taken, using citations or other evidence

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
13

Topic Area 8. Providing Feedback that Helps Students Learning

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Providing Feedback that 

Helps Student Learning

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Using questions, prompts and assessments to regularly 

monitor student understanding and diagnose 

misconceptions or errors in thinking

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing students with strategies and opportunities for 

monitoring their own understanding of academic concepts 

and learning progress

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Teaching students how to provide constructive review and 

criticism of each other’s work 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing assistance, hints, or prompts that help students 

deepen their understanding of concepts or procedures and 

help students perform at a higher level 

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing feedback that building learning by expanding on 

and clarifies student ideas, providing new information, and 

correcting any misstatements or misconceptions

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
14

Topic Area 9. Building Students’ Higher-Order Thinking Skills

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Building Students’ HigherOrder Thinking Skills

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Presenting students with open-ended problems and tasks 

where there is not one correct answer or approach 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Modeling the problem-solving process for students by 

“thinking out loud” to bring students’ attention to the steps 

they are expected to go through to derive a solution

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Asking students to explain or show their thinking—how 

they approached a given problem or task and how they 

arrived at their answer (e.g., doing a math problem at the 

board, arguing an interpretation of a poem or story)

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing assignments that engage students in content 

that is cognitively challenging content that requires them to 

make predictions, formulate hypotheses, or brainstorrm

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing materials and resources that promote deeper 

learning, such as primary source materials in social 

studies, articles or published documents in language arts

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
15

Topic Area 10. Designing and Using Assessments of Student Learning

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Designing and Using 

Assessments of Student Learning

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Recognizing the signs that students may need extra 

support or assistance 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Checking in with students who are having difficulties with 

classroom activities or who are not engaged in the 

activities

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing individualized support to both students 

struggling with understanding content and students who 

need extra challenge

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Adjusting pacing and wait time during instruction if 

students need more time to understand a concept, 

process information, or complete an assignment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Following-up with students who have experienced difficulty 

to ensure that the additional assistance offered has met 

their needs

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
16

Topic Area 11. Effective English Language Arts Instruction

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Effective English Language 

Arts Instruction

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Teaching students strategies to help in reading 

comprehension, such as the use of graphic or semantic 

organizers, and monitoring students for correct application 

and use of the strategies

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Visibly enacting strategies, skills, and processes, for 

example, leading a “think-aloud” to show students how to 

identify the theme of a strong or how to support a 

statement with a citation from text

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Teaching students meta-cognitive strategies for monitoring 

their reading comprehension, such as pausing to ask 

themselves if they understood what they just read or what 

the author wanted them to know, and monitoring students 

for correct application and use of the strategies

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing students opportunities for guided reading during 

which they can apply newly-learned comprehension 

strategies and receive performance-based feedback on 

their performance

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Providing language arts assignments that require students 

to analyze, infer, explain their ideas, or justify their 

answers, for example assignments involving text analysis, 

summarizing and evaluating information for an argument, 

or taking a position and defending it

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
17

Topic Area 12. Effective Mathematics Instruction

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Effective Mathematics 

Instruction

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Helping students to use different mathematical 

approaches to solving a problem and explaining the 

advantages (efficiency, ease of use) and disadvantages of 

each

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Asking students to explain why their solution to a math 

problem works and how they know their answer is right 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Giving students problems to help them understand their 

thinking errors and what other methods might have worked 

better

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Identifying the source of student errors or misconceptions 

and helping students understand why their method of 

solving a math problem didn’t work

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Helping students understand how they use math in their 

lives, e.g., when they have to figure out how to double a 

recipe or they calculate the probability of a team winning 

by more than 2 points

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
18

Topic Area 13. Instruction of English Language Learners

As part of your preparation program, how often did you:

(5)

How useful have 

your preparation 

experiences been 

for your 

classroom 

instruction?

(1)

Read about, hear 

about or see a 

role-play of this 

strategy (such 

as during 

coursework)?

(2)

Observe a 

teacher using 

this strategy in a 

K-12 classroom 

(in videos or 

during fieldwork 

or student 

teaching)?

(3)

Practice this 

strategy in a K12 classroom

prior to 

becoming a fulltime teacher?

(4)

Receive 

feedback on 

your use of this 

strategy from

program staff or 

a cooperating 

teacher that

included what 

you did well/ 

how you could 

improve?

Rarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenRarely/neverVery oftenHave not usedNot usefulSomewhat usefulUsefulVery useful

Strategies for Instruction of English 

Language Learners

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Teaching ELLs word-learning strategies such as using 

cognates (words that share a common origin in multiple 

languages) or context clues, focusing on words parts, or 

practicing using different forms of the root word

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Facilitating discussions in which students have assigned 

roles to increase opportunities for ELLs to talk about 

academic words

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Using strategies that help ELLs process content and

practice language such as having students read and 

discuss short text passages, act out word meanings, or 

ask each other questions

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Using modeling, hands-on materials, visuals, 

demonstrations, gestures, and videos to engage ELLs and 

to stimulate group discussion

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Creating small groups of students with varying levels of 

English proficiency so that students with stronger English 

skills can provide language models for less proficient 

students

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
19

We have a few additional questions about your background not specific to your teaching experience.

Q16. Please rate yourself on each of the following eight items:

Not like 

me at all

Not much 

like me

Somewhat 

like me

Mostly 

like me

Very much 

like me

New ideas and projects sometimes distract me 

from previous ones 1 2 3 4 5

Setbacks do not discourage me 1 2 3 4 5

I have been obsessed with a certain idea or project 

for a short time but later lost interest 1 2 3 4 5

I am a hard worker 1 2 3 4 5

I often set a goal but later choose to pursue a 

different one. 1 2 3 4 5

I have difficulty maintaining my focus on projects 

that take more than a few months to complete. 1 2 3 4 5

I finish whatever I begin 1 2 3 4 5

I am diligent 1 2 3 4 5

Q17. As an undergraduate, were you involved in starting any new clubs or organizations that 

continued to meet for at least six months?

1 Yes

0 No

Q18. As an undergraduate, did you hold any leadership positions in a club or organization, including 

being an officer of the club or organization (president, secretary) or representing that club or 

organization on a board or committee? 

1 Yes

0 No

Q19. Are you male or female? 

1 Female

0 Male

Q20. Are you of Hispanic or Latino origin? 

1 Yes

0 No

Background
20

Q21. What is your race? 

(Mark all that apply)

1 American Indian or Alaska Native 

2 Asian 

3 Black or African-American 

4 Native Hawaiian or other Pacific Islander 

5 White 

22. What is your year of birth? 

19__ __

Thank you for taking the time to complete this important survey.