Student Teacher Exit Survey--Fall 2009 (NIU Supervisor)

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Student Teacher Exit Survey--Fall 2009 (NIU Supervisor)

NIU SUPERVISORS:
Please take a few minutes to complete this short but important survey. Your feedback will be used to help improve the program!

1. How many student teachers are you responsible for supervising this semester?

How many student teachers are you responsible for supervising this semester?

2. Please indicate your student teacher's program(s)

Please indicate your student teacher's program(s) Art

Biology

Chemistry

Early Childhood- FCNS

Early Childhood- TLRN

Earth and Space Science

Economics

Elementary Education

English

Environmental Science

Family & Consumer Science (F&CS)

Foreign Languages

Geography

Health Education

History

Mathematics

Music

Physcial Education

Physics

Political Science

Psychology

Sociology/Anthropology

Special Education LBSI

Special Education Vision

3. Based on the performance of your student teachers this semester and overall preparation in their certification program, how many of your student teachers would you place in each category?

	Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to teach the subject matter of the content area.	Based on the performance of your student teachers this semester and overall preparation in their certification program, how many of your student teachers would you place in each category? Preparation to teach the subject matter of the content area. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to design effective instruction based on knowledge of human development.	Preparation to design effective instruction based on knowledge of human development. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to work effectively with diverse students (differing socio-economic status, ethnicity, locality — rural, urban, suburban).	Preparation to work effectively with diverse students (differing socio-economic status, ethnicity, locality — rural, urban, suburban). Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to plan instruction based on knowledge of the discipline, students, and curricular goals.	Preparation to plan instruction based on knowledge of the discipline, students, and curricular goals. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to create learning environments that promote active learning appropriate to the discipline(s) taught.	Preparation to create learning environments that promote active learning appropriate to the discipline(s) taught. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to use a variety of instructional strategies to achieve student learning goals.	Preparation to use a variety of instructional strategies to achieve student learning goals. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to use an appropriate variety of oral, written, and visual communication in teaching.	Preparation to use an appropriate variety of oral, written, and visual communication in teaching. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to use effective forms of assessment (formative, analytic, summative) to support instruction.	Preparation to use effective forms of assessment (formative, analytic, summative) to support instruction. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to develop effective collaborative relationships with colleagues, parents, and the wider community.	Preparation to develop effective collaborative relationships with colleagues, parents, and the wider community. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to engage in critical analysis of his/her teaching and planning (as a reflective practitioner).	Preparation to engage in critical analysis of his/her teaching and planning (as a reflective practitioner). Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to maintain standards of professionalism (punctuality, reliability, initiative, responsibility, sensitivity to student needs).	Preparation to maintain standards of professionalism (punctuality, reliability, initiative, responsibility, sensitivity to student needs). Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to integrate current technology effectively and appropriately into instructional methods.	Preparation to integrate current technology effectively and appropriately into instructional methods. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to demonstrate a broad range of literacy techniques during direct and indirect instruction (reading, writing, speaking, listening).	Preparation to demonstrate a broad range of literacy techniques during direct and indirect instruction (reading, writing, speaking, listening). Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to give constructive instruction and feedback to students with diverse learning needs (written and oral).	Preparation to give constructive instruction and feedback to students with diverse learning needs (written and oral). Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
Preparation to use reading improvement strategies to enhance student learning in the discipline.	Preparation to use reading improvement strategies to enhance student learning in the discipline. Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared

4. Please use this area for additional comments about the student teaching experience.

Please use this area for additional comments about the student teaching experience.

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