Student Teacher Exit Survey NEW STANDARDS--Spring 2013 (NIU Supervisor)Student Teacher Exit Survey NEW STANDARDS--Spring 2013 (NIU Supervisor)

3. Based on the performance of your student teachers this semester, 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
1. Understand the diverse characteristics and abilities of each student	Based on the performance of your student teachers this semester, how many of your student teachers would you place in each category? 1. Understand the diverse characteristics and abilities of each student Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
2. Understand how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences	2. Understand how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
3. Ability to use students' social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning	3. Ability to use students' social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
4. In-depth content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy	4. In-depth content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
5. Ability to create meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice	5. Ability to create meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
6. Ability to plan and design instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context	6. Ability to plan and design instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
7. Ability to plan for ongoing student growth and achievement	7. Ability to plan for ongoing student growth and achievement Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
8. Ability to structure a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting	8. Ability to structure a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
9. Ability to differentiate instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning	9. Ability to differentiate instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
10. Understanding the classroom as a dynamic environment requiring ongoing modification of instruction to enhance learning for each student	10. Understanding the classroom as a dynamic environment requiring ongoing modification of instruction to enhance learning for each student Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
11. Foundational knowledge of reading, writing, and oral communication within the content area	11. Foundational knowledge of reading, writing, and oral communication within the content area Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
12. Ability to recognize and address student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge	12. Ability to recognize and address student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
13. Ability to use appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes	13. Ability to use appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
14. Ability to make decisions driven by data about curricular and instructional effectiveness and adjust practices to meet the needs of each student	14. Ability to make decisions driven by data about curricular and instructional effectiveness and adjust practices to meet the needs of each student Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
15. Ability to build and maintain collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development	15. Ability to build and maintain collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
16. Ability to work as a team member with professional colleagues, students, parents or guardians, and community members	16. Ability to work as a team member with professional colleagues, students, parents or guardians, and community members Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared
17. Becoming an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community, and advocates for students, parents or guardians, and the profession	17. Becoming an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community, and advocates for students, parents or guardians, and the profession Very Well Prepared	Well Prepared	Adequately Prepared	Somewhat Prepared	Not at all Prepared