Teacher identity Participant hopes to create identity as a teacher. 8/63 12.70% “I am hoping to learn more about myself and how I can best teach others so that no matter where I end up teaching I will be prepared for all types of students”. Positive relationships with students Participant hopes to create positive relationships with future students. 5/63 7.94% “I hope that my most important achievement be being able to reach out to my students. I hope to make great connections and develop good relationships with my students in order to create an optimal learning environment”. Theory to classroom Participant hopes to apply educational theory within his/her classroom. 5/63 7.94% "I hope to effectively implement the skills and tools that I learn from my professors in my everyday teaching experience” Assessment & differentiation Participant hopes to assess the needs of students and differentiate instruction. 4/63 6.35% “Having the knowledge to teach a wide variety of learners and differentiate instruction in such a way that all students have the opportunity to learn the material”. Effective lesson planning Participant hopes to learn how to effectively lesson plan. 4/63 6.35% “I that seeing my overall progress from the first lesson plan and unit plan to my final lessons/units in the program will be a great achievement to see how much I've grown in a short time”. Positive impact Participant hopes to have a positive impact on his/her students' lives. 4/63 6.35% “Improving the lives of my students and making a difference for them”. Connections Participant hopes to form valuable connections that may help him or her in the future. 3/63 4.76% “Setting up a network of fellow educators to support me, and for me to support, during my career”. Self-improvement Participant hopes to improve his or her teaching skills. 3/63 4.76% “I like the focus on reflection and improvement. I want to be able to look at my teaching and see improvement, and I want to continue improving throughout my career”. Community of educators Participant to join a community of educators and maintain relationships. 2/63 3.17% “Be able to work productively with peers and students in the education setting”. Content area knowledge Participant hopes to have a strong understanding of his/her content area (e.g., math, science, Spanish). 2/63 3.17% “I believe that my most important achievement will be becoming an expert in my field of study”.
I feel confident I can provide a positive learning environment and create a climate characterized by high expectations. 0 (0.00%) 0 (0.00%) 6 (10.34%) 29 (50.00%) 23 (39.66%) 4.3 I am confident in my skills to effectively communicate with parents and guardians of ELL students. 1 (1.72%) 12 (20.69%) 25 (43.10%) 14 (24.14%) 6 (10.34%) 3.2 I am confident in my skills to provide alternative/performance assessments to ELL students. 0 (0.00%) 8 (14.04%) 21 (36.84%) 20 (35.09%) 8 (14.04%) 3.5 I feel confident in providing linguistically and culturally appropriate learning experiences for ELL students. 0 (0.00%) 8 (14.04%) 25 (43.86%) 20 (35.09%) 4 (7.02%) 3.4 ELL students in the general education classroom setting slows down the progress of the other students in the class. 15 (25.86%) 26 (44.83%) 16 (27.59%) 1 (1.72%) 0 (0.00%) 2.1 Inclusion of ELL students in general education classes is good in theory, but does not work in the real world. 15 (25.86%) 16 (27.59%) 22 (37.93%) 5 (8.62%) 0 (0.00%) 2.3 Immigrant parents do not try to learn English. 25 (43.10%) 18 (31.03%) 14 (24.14%) 1 (1.72%) 0 (0.00%) 1.8 In order for ELLs to learn English, their parents should attempt to speak English. 9 (15.52%) 12 (20.69%) 21 (36.21%) 12 (20.69%) 4 (6.90%) 2.8
Communicating strengths and weaknesses based on assessment results to students, and parents or guardians 0 (0.00%) 0 (0.00%) 1 (6.25%) 2 (12.50%) 8 (50.00%) 5 (31.25%) Recording and reporting assessment results for analysis, evaluation, and decision-making 0 (0.00%) 0 (0.00%) 4 (25.00%) 0 (0.00%) 5 (31.25%) 7 (43.75%) Analyzing assessment information gathered before and during instruction to understand each student's progress to date and to inform future instructional planning 0 (0.00%) 0 (0.00%) 1 (6.25%) 4 (25.00%) 8 (50.00%) 3 (18.75%) Evaluating the effectiveness of instruction 0 (0.00%) 0 (0.00%) 1 (6.25%) 4 (25.00%) 9 (56.25%) 2 (12.50%) Evaluating the effectiveness of the curriculum and materials in use 0 (0.00%) 0 (0.00%) 3 (18.75%) 1 (6.25%) 10 (62.50%) 2 (12.50%) Activities Associated with a Teacher's Involvement in School Building and School District Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students 0 (0.00%) 2 (12.50%) 3 (18.75%) 2 (12.50%) 8 (50.00%) 1 (6.25%) Working on the development or selection of assessment methods for school building or school district use 1 (6.25%) 2 (12.50%) 2 (12.50%) 2 (12.50%) 8 (50.00%) 1 (6.25%) Evaluating school district curriculum 0 (0.00%) 3 (18.75%) 5 (31.25%) 2 (12.50%) 4 (25.00%) 2 (12.50%)
Other (e.g., school improvement planning) 1 (6.25%) 3 (18.75%) 4 (25.00%) 2 (12.50%) 5 (31.25%) 1 (6.25%) Serving on a state committee asked to develop learning goals and associated assessment methods 1 (6.25%) 4 (25.00%) 5 (31.25%) 2 (12.50%) 4 (25.00%) 0 (0.00%) Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods 0 (0.00%) 5 (31.25%) 1 (6.25%) 4 (25.00%) 6 (37.50%) 0 (0.00%) Interpreting the results of state and national student assessment programs 1 (6.25%) 2 (12.50%) 4 (25.00%) 1 (6.25%) 7 (43.75%) 1 (6.25%) For each of the listed statements, indicate if it is a focus in the CCSS: Yes No DK Present increasingly complex information through speaking 12 (92.31%) 1 (7.69%) 0 (0.00%) Present increasingly complex information through speaking 12 (92.31%) 1 (7.69%) 0 (0.00%) Read seminal works of American literature 7 (53.85%) 4 (30.77%) 2 (15.38%) Conduct short research on focused projects 12 (92.31%) 0 (0.00%) 1 (7.69%) Read writings of Shakespeare 6 (50.00%) 5 (41.67%) 1 (8.33%) Present increasingly complex information using media 12 (100.00%) 0 (0.00%) 0 (0.00%) Read writings of Shakespeare 12 (92.31%) 1 (7.69%) 0 (0.00%) Present increasingly complex information using media 12 (92.31%) 1 (7.69%) 0 (0.00%) According to the CCSS, please indicate the grade level focus for each of the listed statements.
Assess student outcomes related to the student's IEP during instruction 0 (0.00%) 0 (0.00%) 2 (25.00%) 1 (12.50%) 4 (50.00%) 1 (12.50%) Assess student response to instruction 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 4 (50.00%) 1 (12.50%) Uphold high standards of competence in the practice of the profession 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (50.00%) 4 (50.00%) Uphold high standards of integrity in the practice of the profession 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (50.00%) 4 (50.00%) Use evidence to guide exercise/exercising sound judgment in the practice of the profession 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 3 (37.50%) 4 (50.00%) Engage in professional activities related to continuous learning and advocacy 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 5 (62.50%) Collaborate respectfully with all stakeholders 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 5 (62.50%) Experience with Assessments How confident are you in your ability to do the following? Not at all Confident Moderately Unconfident Slightly Unconfident Slightly Confident Moderately Confident Very Confident Activities Occurring Priorto Instruction Understanding students' cultural backgrounds, interests, skills, and abilities as they apply across a range of learning domains and/or subject areas 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (57.14%) 3 (42.86%)
Recording and reporting assessment results for analysis, evaluation, and decision-making 0 (0.00%) 2 (28.57%) 0 (0.00%) 0 (0.00%) 2 (28.57%) 3 (42.86%) Analyzing assessment information gathered before and during instruction to understand each student's progress to date and to inform future instructional planning 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (28.57%) 3 (42.86%) 2 (28.57%) Evaluating the effectiveness of instruction 0 (0.00%) 0 (0.00%) 1 (14.29%) 1 (14.29%) 3 (42.86%) 2 (28.57%) Evaluating the effectiveness of the curriculum and materials in use 0 (0.00%) 1 (14.29%) 1 (14.29%) 0 (0.00%) 3 (42.86%) 2 (28.57%) Activities Associated with a Teacher's Involvement in School Building and School District Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students 0 (0.00%) 1 (14.29%) 0 (0.00%) 3 (42.86%) 2 (28.57%) 1 (14.29%) Working on the development or selection of assessment methods for school building or school district use 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (57.14%) 2 (28.57%) 1 (14.29%) Evaluating school district curriculum 0 (0.00%) 1 (14.29%) 1 (14.29%) 2 (28.57%) 1 (14.29%) 2 (28.57%) Other (e.g., school improvement planning) 0 (0.00%) 0 (0.00%) 2 (28.57%) 2 (28.57%) 2 (28.57%) 1 (14.29%) Serving on a state committee asked to develop learning 0 (0.00%) 1 (14.29%) 1 (14.29%) 2 (28.57%) 1 (14.29%) 2 (28.57%)
goals and associated assessment methods Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods 0 (0.00%) 0 (0.00%) 1 (14.29%) 3 (42.86%) 1 (14.29%) 2 (28.57%) Interpreting the results of state and national student assessment programs 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (42.86%) 3 (42.86%) 1 (14.29%) For each of the listed statements, indicate if it is a in the CCSS: Yes No DK Present increasingly complex information through speaking 5 (62.50%) 1 (12.50%) 2 (25.00%) Present increasingly complex information through speaking 5 (62.50%) 1 (12.50%) 2 (25.00%) Read seminal works of American literature 3 (42.86%) 3 (42.86%) 1 (14.29%) Conduct short research on focused projects 7 (87.50%) 0 (0.00%) 1 (12.50%) Read writings of Shakespeare 3 (37.50%) 5 (62.50%) 0 (0.00%) Present increasingly complex information using media 8 (100.00%) 0 (0.00%) 0 (0.00%) Read writings of Shakespeare 3 (37.50%) 5 (62.50%) 0 (0.00%) Present increasingly complex information using media 8 (100.00%) 0 (0.00%) 0 (0.00%) According to the CCSS, please indicate the grade level focus for each of the listed statements. Gr K 1-5 6-8 9-12 All grades Not a focus area Number and operations 0 (0.00%) 6 (100.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) Probability and number sense 0 (0.00%) 2 (33.33%) 2 (33.33%) 2 (33.33%) 0 (0.00%) 0 (0.00%)
in the practice of the profession Use evidence to guide exercise/exercising sound judgment in the practice of the profession 0 (0.00%) 0 (0.00%) 1 (11.11%) 1 (11.11%) 5 (55.56%) 2 (22.22%) Engage in professional activities related to continuous learning and advocacy 0 (0.00%) 0 (0.00%) 1 (11.11%) 1 (11.11%) 5 (55.56%) 2 (22.22%) Collaborate respectfully with all stakeholders 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (11.11%) 5 (55.56%) 3 (33.33%) Experience with Assessments How confident are you in your ability to do the following? Not at all Confident Moderately Unconfident Slightly Unconfident Slightly Confident Moderately Confident Very Confident Activities Occurring Priorto Instruction Understanding students' cultural backgrounds, interests, skills, and abilities as they across a range of learning domains and/or subject areas 0 (0.00%) 0 (0.00%) 1 (12.50%) 4 (50.00%) 1 (12.50%) 2 (25.00%) Understanding students' motivations and their interests in specific class content 0 (0.00%) 0 (0.00%) 1 (12.50%) 3 (37.50%) 3 (37.50%) 1 (12.50%) Clarifying and articulating the performance outcomes expected of pupils 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 6 (75.00%) 1 (12.50%) Planning instruction for individuals or groups of students 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 3 (37.50%) 2 (25.00%)
in the practice of the profession Use evidence to guide exercise/exercising sound judgment in the practice of the profession 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (36.36%) 4 (36.36%) 3 (27.27%) Engage in professional activities related to continuous learning and advocacy 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (9.09%) 4 (36.36%) 6 (54.55%) Collaborate respectfully with all stakeholders 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (9.09%) 4 (36.36%) 6 (54.55%) Experience with Assessments How confident are you in your ability to do the following? Not at all Confident Moderately Unconfident Slightly Unconfident Slightly Confident Moderately Confident Very Confident Activities Occurring Priorto Instruction Understanding students' cultural backgrounds, interests, skills, and abilities as they across a range of learning domains and/or subject areas 0 (0.00%) 1 (9.09%) 0 (0.00%) 1 (9.09%) 6 (54.55%) 3 (27.27%) Understanding students' motivations and their interests in specific class content 0 (0.00%) 0 (0.00%) 1 (9.09%) 1 (9.09%) 5 (45.45%) 4 (36.36%) Clarifying and articulating the performance outcomes expected of pupils 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (27.27%) 4 (36.36%) 4 (36.36%) Planning instruction for individuals or groups of students 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (27.27%) 5 (45.45%) 3 (27.27%)
Evaluating the effectiveness of instruction 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (27.27%) 6 (54.55%) 2 (18.18%) Evaluating the effectiveness of the curriculum and materials in use 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (27.27%) 6 (54.55%) 2 (18.18%) Activities Associated with a Teacher's Involvement in School Building and School District Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students 1 (9.09%) 0 (0.00%) 1 (9.09%) 2 (18.18%) 5 (45.45%) 2 (18.18%) Working on the development or selection of assessment methods for school building or school district use 1 (9.09%) 1 (9.09%) 0 (0.00%) 4 (36.36%) 2 (18.18%) 3 (27.27%) Evaluating school district curriculum 1 (9.09%) 0 (0.00%) 2 (18.18%) 6 (54.55%) 1 (9.09%) 1 (9.09%) Other (e.g., school improvement planning) 1 (9.09%) 0 (0.00%) 1 (9.09%) 4 (36.36%) 3 (27.27%) 2 (18.18%) Serving on a state committee asked to develop learning goals and associated assessment methods 1 (9.09%) 0 (0.00%) 0 (0.00%) 9 (81.82%) 0 (0.00%) 1 (9.09%) Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods 1 (9.09%) 0 (0.00%) 0 (0.00%) 6 (54.55%) 3 (27.27%) 1 (9.09%) Interpreting the results of state and national student assessment programs 1 (9.09%) 0 (0.00%) 1 (9.09%) 6 (54.55%) 2 (18.18%) 1 (9.09%)
Experience with Assessments How confident are you in your ability to do the following? Not at all Confident Moderately Unconfident Slightly Unconfident Slightly Confident Moderately Confident Very Confident Activities Occurring Priorto Instruction Understanding students' cultural backgrounds, interests, skills, and abilities as they across a range of learning domains and/or subject areas 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (20.00%) 4 (80.00%) 0 (0.00%) Understanding students' motivations and their interests in specific class content 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (40.00%) 2 (40.00%) 1 (20.00%) Clarifying and articulating the performance outcomes expected of pupils 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (80.00%) 1 (20.00%) Planning instruction for individuals or groups of students 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (80.00%) 1 (20.00%) Monitoring pupil progress toward instructional goals 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (20.00%) 3 (60.00%) 1 (20.00%) Identifying gains and difficulties pupils are experiencing in learning and performing 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (20.00%) 3 (60.00%) 1 (20.00%) Adjusting instruction 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 4 (80.00%) 1 (20.00%) Giving contingent, specific, and credible praise and feedback 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (60.00%) 2 (40.00%) Motivating students to learn 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (40.00%) 2 (40.00%) 1 (20.00%)
development of its students Working on the development or selection of assessment methods for school building or school district use 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (60.00%) 1 (20.00%) 1 (20.00%) Evaluating school district curriculum 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (60.00%) 2 (40.00%) 0 (0.00%) Other (e.g., school improvement planning) 0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (60.00%) 2 (40.00%) 0 (0.00%) Serving on a state committee asked to develop learning goals and associated assessment methods 0 (0.00%) 0 (0.00%) 0 (0.00%) 5 (100.00%) 0 (0.00%) 0 (0.00%) Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods 0 (0.00%) 0 (0.00%) 0 (0.00%) 5 (100.00%) 0 (0.00%) 0 (0.00%) Interpreting the results of state and national student assessment programs 0 (0.00%) 1 (20.00%) 0 (0.00%) 4 (80.00%) 0 (0.00%) 0 (0.00%) For each of the listed statements, indicate if it is a focus in the CCSS: Yes No DK Present increasingly complex information through speaking 4 (100.00%) 0 (0.00%) 0 (0.00%) Present increasingly complex information through speaking 4 (100.00%) 0 (0.00%) 0 (0.00%) Read seminal works of American literature 4 (100.00%) 0 (0.00%) 0 (0.00%) Conduct short research on focused projects 4 (100.00%) 0 (0.00%) 0 (0.00%) Read writings of Shakespeare 4 (100.00%) 0 (0.00%) 0 (0.00%)
level students, and parents or guardians Recording and reporting assessment results for analysis, evaluation, and decision-making 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Analyzing assessment information gathered before and during instruction to understand each student's progress to date and to inform future instructional planning 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Evaluating the effectiveness of instruction 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Evaluating the effectiveness of the curriculum and materials in use 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Activities Associated with a Teacher's Involvement in School Building and School District Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 1 (50.00%) Working on the development or selection of assessment methods for school building or school district use 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 1 (50.00%) Evaluating school district curriculum 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Other (e.g., school improvement planning) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%)
Serving on a state committee asked to develop learning goals and associated assessment methods 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) Interpreting the results of state and national student assessment programs 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (50.00%) 0 (0.00%) 1 (50.00%) For each of the listed statements, indicate if it is a focus in the CCSS: Yes No DK Present increasingly complex information through speaking 0 (0.00%) 0 (0.00%) 1 (100.00%) Present increasingly complex information through speaking 0 (0.00%) 0 (0.00%) 1 (100.00%) Read seminal of American literature 0 (0.00%) 0 (0.00%) 1 (100.00%) Conduct short research on focused projects 0 (0.00%) 0 (0.00%) 1 (100.00%) Read writings of Shakespeare 0 (0.00%) 0 (0.00%) 1 (100.00%) Present increasingly complex information using media 0 (0.00%) 0 (0.00%) 1 (100.00%) Read writings of Shakespeare 0 (0.00%) 0 (0.00%) 1 (100.00%) Present increasingly complex information using media 0 (0.00%) 0 (0.00%) 1 (100.00%) According to the CCSS, please indicate the grade level focus for each of the listed statements. Gr K 1-5 6-8 9-12 All grades Not a area Number and operations 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%)