Project TIPM3 Post Program Teacher Survey - Grades 6-8

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* 1. Have you participated in a long-term professional development project before?

Yes

No

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* 2. Name of that project:

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* 3. Grade(s) you teach:

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* 4. Special education

Yes

No

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* 5. How many years have you been a teacher?

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* 6. About how many days of professional development (workshops, courses, conferences, etc.) related to mathematics have you had in the previous school year?

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* 7. Indicate with a check mark which subjects you teach (check all that apply):

Math, Pre-Algebra

Algebra 1

Algebra 2

Geometry/Trigonometry

Pre-Calculus/Calculus

Special Education Math

Elementary (K-5)

Middle School

Other

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* 8. Rate Your Familiarity

	Very familiar	Familiar	Somewhat familiar	Not familiar
How familiar are you with the Common Core State Standards in mathematics?	How familiar are you with the Common Core State Standards in mathematics? Very familiar	How familiar are you with the Common Core State Standards in mathematics? Familiar	How familiar are you with the Common Core State Standards in mathematics? Somewhat familiar	How familiar are you with the Common Core State Standards in mathematics? Not familiar

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* 9. Rate Your Familiarity

	Very familiar	Familiar	Somewhat familiar	Not familiar
How familiar are you with the Common Core eight mathematical practices for students?	How familiar are you with the Common Core eight mathematical practices for students? Very familiar	How familiar are you with the Common Core eight mathematical practices for students? Familiar	How familiar are you with the Common Core eight mathematical practices for students? Somewhat familiar	How familiar are you with the Common Core eight mathematical practices for students? Not familiar

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* 10. Rate Your Familiarity

	Very familiar	Familiar	Somewhat familiar	Not familiar
How familiar are you with the M-STEP (K-8) and/or SAT (High School) assessments in mathematics?	How familiar are you with the M-STEP (K-8) and/or SAT (High School) assessments in mathematics? Very familiar	How familiar are you with the M-STEP (K-8) and/or SAT (High School) assessments in mathematics? Familiar	How familiar are you with the M-STEP (K-8) and/or SAT (High School) assessments in mathematics? Somewhat familiar	How familiar are you with the M-STEP (K-8) and/or SAT (High School) assessments in mathematics? Not familiar

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* 11. Rate Your Familiarity

	Very familiar	Familiar	Somewhat familiar	Not familiar
How familiar are you with the 5 Practices for Orchestrating Productive Mathematics Discussions?	How familiar are you with the 5 Practices for Orchestrating Productive Mathematics Discussions? Very familiar	How familiar are you with the 5 Practices for Orchestrating Productive Mathematics Discussions? Familiar	How familiar are you with the 5 Practices for Orchestrating Productive Mathematics Discussions? Somewhat familiar	How familiar are you with the 5 Practices for Orchestrating Productive Mathematics Discussions? Not familiar

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* 12. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Introduce content through formal teacher presentations	Introduce content through formal teacher presentations OFTEN (Almost all lessons)	Introduce content through formal teacher presentations SOMETIMES (Once or twice a week)	Introduce content through formal teacher presentations OCCASIONALLY (Once or twice a month)	Introduce content through formal teacher presentations RARELY (A few times per year)	Introduce content through formal teacher presentations VERY RARELY (Almost never)

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* 13. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Arrange seating to facilitate student discussions	Arrange seating to facilitate student discussions OFTEN (Almost all lessons)	Arrange seating to facilitate student discussions SOMETIMES (Once or twice a week)	Arrange seating to facilitate student discussions OCCASIONALLY (Once or twice a month)	Arrange seating to facilitate student discussions RARELY (A few times per year)	Arrange seating to facilitate student discussions VERY RARELY (Almost never)

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* 14. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Use open-ended questioning strategies	Use open-ended questioning strategies OFTEN (Almost all lessons)	Use open-ended questioning strategies SOMETIMES (Once or twice a week)	Use open-ended questioning strategies OCCASIONALLY (Once or twice a month)	Use open-ended questioning strategies RARELY (A few times per year)	Use open-ended questioning strategies VERY RARELY (Almost never)

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* 15. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Require students to explain their reasoning when giving an answer	Require students to explain their reasoning when giving an answer OFTEN (Almost all lessons)	Require students to explain their reasoning when giving an answer SOMETIMES (Once or twice a week)	Require students to explain their reasoning when giving an answer OCCASIONALLY (Once or twice a month)	Require students to explain their reasoning when giving an answer RARELY (A few times per year)	Require students to explain their reasoning when giving an answer VERY RARELY (Almost never)

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* 16. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Embed formative assessment within a lesson	Embed formative assessment within a lesson OFTEN (Almost all lessons)	Embed formative assessment within a lesson SOMETIMES (Once or twice a week)	Embed formative assessment within a lesson OCCASIONALLY (Once or twice a month)	Embed formative assessment within a lesson RARELY (A few times per year)	Embed formative assessment within a lesson VERY RARELY (Almost never)

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* 17. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Maintain a high level of student activation throughout a lesson	Maintain a high level of student activation throughout a lesson OFTEN (Almost all lessons)	Maintain a high level of student activation throughout a lesson SOMETIMES (Once or twice a week)	Maintain a high level of student activation throughout a lesson OCCASIONALLY (Once or twice a month)	Maintain a high level of student activation throughout a lesson RARELY (A few times per year)	Maintain a high level of student activation throughout a lesson VERY RARELY (Almost never)

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* 18. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Incorporate students' ideas into the lesson	Incorporate students' ideas into the lesson OFTEN (Almost all lessons)	Incorporate students' ideas into the lesson SOMETIMES (Once or twice a week)	Incorporate students' ideas into the lesson OCCASIONALLY (Once or twice a month)	Incorporate students' ideas into the lesson RARELY (A few times per year)	Incorporate students' ideas into the lesson VERY RARELY (Almost never)

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* 19. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to communicate mathematically	Encourage students to communicate mathematically OFTEN (Almost all lessons)	Encourage students to communicate mathematically SOMETIMES (Once or twice a week)	Encourage students to communicate mathematically OCCASIONALLY (Once or twice a month)	Encourage students to communicate mathematically RARELY (A few times per year)	Encourage students to communicate mathematically VERY RARELY (Almost never)

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* 20. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to explore alternative methods for solutions	Encourage students to explore alternative methods for solutions OFTEN (Almost all lessons)	Encourage students to explore alternative methods for solutions SOMETIMES (Once or twice a week)	Encourage students to explore alternative methods for solutions OCCASIONALLY (Once or twice a month)	Encourage students to explore alternative methods for solutions RARELY (A few times per year)	Encourage students to explore alternative methods for solutions VERY RARELY (Almost never)

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* 21. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Help students make connections between mathematics and real-world situations	Help students make connections between mathematics and real-world situations OFTEN (Almost all lessons)	Help students make connections between mathematics and real-world situations SOMETIMES (Once or twice a week)	Help students make connections between mathematics and real-world situations OCCASIONALLY (Once or twice a month)	Help students make connections between mathematics and real-world situations RARELY (A few times per year)	Help students make connections between mathematics and real-world situations VERY RARELY (Almost never)

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* 22. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Help students use technology to support their learning	Help students use technology to support their learning OFTEN (Almost all lessons)	Help students use technology to support their learning SOMETIMES (Once or twice a week)	Help students use technology to support their learning OCCASIONALLY (Once or twice a month)	Help students use technology to support their learning RARELY (A few times per year)	Help students use technology to support their learning VERY RARELY (Almost never)

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* 23. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to make mathematical generalizations	Encourage students to make mathematical generalizations OFTEN (Almost all lessons)	Encourage students to make mathematical generalizations SOMETIMES (Once or twice a week)	Encourage students to make mathematical generalizations OCCASIONALLY (Once or twice a month)	Encourage students to make mathematical generalizations RARELY (A few times per year)	Encourage students to make mathematical generalizations VERY RARELY (Almost never)

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* 24. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to share their work with others	Encourage students to share their work with others OFTEN (Almost all lessons)	Encourage students to share their work with others SOMETIMES (Once or twice a week)	Encourage students to share their work with others OCCASIONALLY (Once or twice a month)	Encourage students to share their work with others RARELY (A few times per year)	Encourage students to share their work with others VERY RARELY (Almost never)

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* 25. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to explain why an answer is correct	Encourage students to explain why an answer is correct OFTEN (Almost all lessons)	Encourage students to explain why an answer is correct SOMETIMES (Once or twice a week)	Encourage students to explain why an answer is correct OCCASIONALLY (Once or twice a month)	Encourage students to explain why an answer is correct RARELY (A few times per year)	Encourage students to explain why an answer is correct VERY RARELY (Almost never)

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* 26. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to use precise mathematical language	Encourage students to use precise mathematical language OFTEN (Almost all lessons)	Encourage students to use precise mathematical language SOMETIMES (Once or twice a week)	Encourage students to use precise mathematical language OCCASIONALLY (Once or twice a month)	Encourage students to use precise mathematical language RARELY (A few times per year)	Encourage students to use precise mathematical language VERY RARELY (Almost never)

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* 27. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Encourage students to make specific links or connections between mathematical ideas and/or procedures	Encourage students to make specific links or connections between mathematical ideas and/or procedures OFTEN (Almost all lessons)	Encourage students to make specific links or connections between mathematical ideas and/or procedures SOMETIMES (Once or twice a week)	Encourage students to make specific links or connections between mathematical ideas and/or procedures OCCASIONALLY (Once or twice a month)	Encourage students to make specific links or connections between mathematical ideas and/or procedures RARELY (A few times per year)	Encourage students to make specific links or connections between mathematical ideas and/or procedures VERY RARELY (Almost never)

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* 28. About Your Teaching Practice

	OFTEN ( Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Help students make conjectures based on patterns they identify	Help students make conjectures based on patterns they identify OFTEN ( Almost all lessons)	Help students make conjectures based on patterns they identify SOMETIMES (Once or twice a week)	Help students make conjectures based on patterns they identify OCCASIONALLY (Once or twice a month)	Help students make conjectures based on patterns they identify RARELY (A few times per year)	Help students make conjectures based on patterns they identify VERY RARELY (Almost never)

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* 29. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Help students to engage in mathematical reasoning about a hypothetical or general case	Help students to engage in mathematical reasoning about a hypothetical or general case OFTEN (Almost all lessons)	Help students to engage in mathematical reasoning about a hypothetical or general case SOMETIMES (Once or twice a week)	Help students to engage in mathematical reasoning about a hypothetical or general case OCCASIONALLY (Once or twice a month)	Help students to engage in mathematical reasoning about a hypothetical or general case RARELY (A few times per year)	Help students to engage in mathematical reasoning about a hypothetical or general case VERY RARELY (Almost never)

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* 30. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Try to predict how students will respond to a problem	Try to predict how students will respond to a problem OFTEN (Almost all lessons)	Try to predict how students will respond to a problem SOMETIMES (Once or twice a week)	Try to predict how students will respond to a problem OCCASIONALLY (Once or twice a month)	Try to predict how students will respond to a problem RARELY (A few times per year)	Try to predict how students will respond to a problem VERY RARELY (Almost never)

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* 31. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Monitor student' mathematical thinking and solution strategies as they work on a task	Monitor student' mathematical thinking and solution strategies as they work on a task OFTEN (Almost all lessons)	Monitor student' mathematical thinking and solution strategies as they work on a task SOMETIMES (Once or twice a week)	Monitor student' mathematical thinking and solution strategies as they work on a task OCCASIONALLY (Once or twice a month)	Monitor student' mathematical thinking and solution strategies as they work on a task RARELY (A few times per year)	Monitor student' mathematical thinking and solution strategies as they work on a task VERY RARELY (Almost never)

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* 32. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Select particular student work for presentation to the entire class based on the mathematics of their solution	Select particular student work for presentation to the entire class based on the mathematics of their solution OFTEN (Almost all lessons)	Select particular student work for presentation to the entire class based on the mathematics of their solution SOMETIMES (Once or twice a week)	Select particular student work for presentation to the entire class based on the mathematics of their solution OCCASIONALLY (Once or twice a month)	Select particular student work for presentation to the entire class based on the mathematics of their solution RARELY (A few times per year)	Select particular student work for presentation to the entire class based on the mathematics of their solution VERY RARELY (Almost never)

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* 33. About Your Teaching Practice

	OFTEN (Almost all lessons)	SOMETIMES (Once or twice a week)	OCCASIONALLY (Once or twice a month)	RARELY (A few times per year)	VERY RARELY (Almost never)
Connect student solutions to a problem by key mathematical ideas	Connect student solutions to a problem by key mathematical ideas OFTEN (Almost all lessons)	Connect student solutions to a problem by key mathematical ideas SOMETIMES (Once or twice a week)	Connect student solutions to a problem by key mathematical ideas OCCASIONALLY (Once or twice a month)	Connect student solutions to a problem by key mathematical ideas RARELY (A few times per year)	Connect student solutions to a problem by key mathematical ideas VERY RARELY (Almost never)