# 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 Educat ion 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 par ticipate 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 Ris ks?** 

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 r isk 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.

A ll 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 87 7

- 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 particip ation**  **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 th at identifies you, your school, or your district

.

This survey is part of a national study to understa nd 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

cer tification, 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 num ber. The valid OMB control num ber for this inform ation

collection is 1850

- 0891

. The time required to complete this information collection is estimated to average 3 5

mi nutes per response, including the tim e to review instructions, search existing data resources, gather the data needed, and complete and review the information collected. If yo u have any c om me nts concerning the accuracy of

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

Wa shington, DC 20202. If yo u have comments or concerns regarding the status of yo ur 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, N W, W ashington, 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 1 st 

## year I have been employed as a teacher of record

2 

## _______This year is the 2 nd 

## year I have been employed as a teacher of record

3 

## _______This year is the 3 rd 

## year I have been employed as a teacher of record

4 

## _______This year is the 4 th 

## 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 6 th 

## grade?

1 Yes

0 No

Q 3

. In the current school year (2014

- 2015), do you teach math to at least one classroom of general

education students in the 4 th 

## , 5 th 

## , or 6 th 

## grade?

1 Yes

0 No

Q 4

. Did you teach in this district in the 2013

- 14 school year?

1 Yes

0 No

Q 5

. 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 

## , 5 th 

## , or 6 th 

## 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 (1 st 

### year teacher): If teacher is eligible in 2014

- 15, skip to Q10 and complete survey; 

### i f t eacher

is not eligible in 2014

- 15, termi nate survey.

Programming: For Q1 = 2 (2 nd 

### 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 (3 rd 

### year teacher), if Q4=0, teacher is not eligible in 2013

- 14. Skip to Q7.

### 2



## Q 6

. In the 2013

- 14 school year, did you teach math to at least one classroom of general education

students in the 4 th 

## , 5 th 

## , or 6 th 

## grade?

1 Yes

0 No

Q 7

. Did you teach in this district in the 201 2

- 1 3 school year?

1 Yes

0 No

Q 8

. 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 

## , 5 th 

## , or 6 th 

## grade?

1 Yes

0 No

Q 9

. In the 2012

- 13 school year

, did you teach math to at least one classroom of general education

students in the 4 th 

## , 5 th 

## , or 6 th 

## grade?

1 Yes

0 No Programming: If Q5 = 0 and Q6=0, teacher is not eligible for 2013

- 14.

For Q1 =2 (2 nd 

### 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 (3 rd 

### 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

.

Q 10

. 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 ful l

time 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 “tradit ional” 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
deg ree)

4 A n “ 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 certi fication; candidates do not earn a master’s
degree upon program completion )

Q 11

. 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 ” i f you are/were a member of either of these programs

.

____________________________________________________________________________



# Preparation Pathway

### 4



## Q1 3

. How would you describe where you are in terms of comp leting your teacher preparation

program for initial certification ?

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



## year of teaching

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

initial certification by the end of my 1 st 

## year of teaching

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

initial certification by the end of my 2 nd 

## y ear of teaching

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

certification by the end of my 3 rd 

## year of teaching

Q1 4

. As part of your teacher preparation program, did you have a stud ent 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

Q1 4

. 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 schoo l district:

Placement 2:

Name of school:

Name of school district:
City and state of school district: Programming: If Q1 4 = 0, skip to questions on preparation experiences in next section.

### 5



## The next set of items is about your teacher preparation experiences. There are 1 3 items , each one abou t an instructional topic area. Within each topi c 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 strateg y . Please answer these qu estions 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 fi rst experience to your most recent. Each item also asks about the extent to which
your preparation experiences with each strategy ha ve been useful in your work a s a full

- time classroom

teacher.

F or each of the i nstructional strategies , indicate the frequ ency 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 oft en did you read about, hear about or see a role

play 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 te aching)?

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

- 12

classroom prior t o 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 includ ed what you did well or how you could improve, from program staff or a
cooperating teacher?

For each instructional strategy, please indicate h ow 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time teacher? (4)** 

**Receive**

**feedback on your use of this**  **strategy from**  **program staff or a cooperating** 

**teacher that** 

**includ ed**  **what you did well**  **/ how you could**  **improve ?** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **H a** **v e** **n o** **t u** **s e** **d N** **o t** **u s** **e f** **u l** **S o** **m e** **w h** **a t** **u s** **e f** **u l** **U s** **e f** **u l** **V e** **r y** **u s** **e f** **u l** 



## 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 meth ods 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 argume nts, 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 contac t, 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 argume nts, 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 re spect 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 positiv e 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **H a** **v e** **n o** **t u** **s e** **d N** **o t** **u s** **e f** **u l** **S o** **m e** **w h** **a t** **u s** **e f** **u l** **U s** **e f** **u l** **V e** **r y** **u s** **e f** **u l** 



## 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 avoi d 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

wi thout 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 a nd 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 i nformation, 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. Co nveying**  **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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## Strategies for **Conveyin g 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** 

Co nveying to stu dents 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 lea rning 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 a nd 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 i nitiating 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time teacher? (4)** 

**Receive**

**feedback on**

**you r use of this**  **strategy from**  **program staff or a cooperating** 

**teacher that** 

**included what**  **you did well /**  **how you could improve**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 conseq uences 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 instr uctional 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

cle ar, 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 Con cepts** 

**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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## Strategies for **Building Comprehension of**

**Academic C oncepts** 

**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 t heir 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 rea d 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 Student**  **s Learn**  **ing**

**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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 understan ding 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, pr oviding 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## Strategies for **Building Students’ Higher** 

**** **Order 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 stude nts 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

“t hinking out loud” to bring stude nts’ 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 cogn itively c hallenging content that requires the m to

make prediction s , formulat e hypotheses, or brainstor rm 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 ma terials 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 a nd 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 i nformation, 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 student s 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, s uch 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

str ategies 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 thei r 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 **1 2** 

**. 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 met hods 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 fig ure 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 **1 3** 

**. 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 K** 

**** **12 classroom prior**  **to becoming a full** 

**** **time 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**  **? R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n R** **a r** **e l** **y /** **n e** **v e** **r V** **e r** **y o** **f t** **e n** **R a** **r e** **l y** **/ n** **e v** **e r** **V e** **r y** **o f** **t e** **n H** **a v** **e n** **o t** **u s** **e d** **N o** **t u** **s e** **f u** **l S** **o m** **e w** **h a** **t u** **s e** **f u** **l U** **s e** **f u** **l V** **e r** **y u** **s e** **f u** **l**



## 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 wo rd

- 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 opportunitie s 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 stud ents 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 stimula te 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 stud ents 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.

Q1 6

. 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



## Q1 7

. 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

Q 1 8

. 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

Q 1 9

. Are you male or female?

1 Female

0 Male

Q 20

. Are you of Hispanic or Latino origin?

1 Yes

0 No 

# Background

### 20



## Q 21

. 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

2 2

. What is your year of birth?

19__ __

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