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Summary of Teacher Education
Graduate Follow-up Survey
2006-2007
- (26) Principals of beginning teachers and
(28) teachers of Livingston parish completed the survey:
·
The survey consisted of 4 Domains in the Components
of Effective Teaching (Planning, Management, Instruction, and
Assessment.)
·
Diversity
·
Technology
·
Content Knowledge: Louisiana State Content Standards
and Benchmarks
·
Content Knowledge: relevant up-to-date, content
including concepts, principles, relationships, methods of inquiry,
and key issues
·
Professional Development
·
School Improvement
·
Collaboration (parents, caregivers, colleagues)
·
Student Achievement
- Principals:
·
Areas most effective – Content Knowledge: Louisiana
State Content Standards and Benchmarks (3.74), Content Knowledge:
relevant up-to-date, content including concepts, principles,
relationships, methods of inquiry, and key issues (3.63)
·
Areas least effective – School Improvement (3.00),
Diversity (3.00), Assessment (3.11)
- Teachers:
·
Areas best prepared – Student Achievement (3.89),
Professional Development ( 3.73), Content Knowledge: relevant
up-to-date, content including concepts, principles, relationships,
methods of inquiry, and key issues (3.73)
·
Areas least prepared – Collaboration (parents,
caregivers, colleagues) (2.97), Diversity (3.40)
- Areas of Support Most Requested:
·
Management
·
Diverse Learning Needs
·
Technology
·
Assessment
- Preference of Delivery:
·
Workshops 17
·
Printed Material 9
·
Direct Contact with University 1
·
Website
9
On a scale from 1-4 with “1” being
“unsatisfactory” and “4” being “exemplary.”
|
LIVINGSTON PARISH
|
Employee
Beginning
N= 28
|
Employer: Beginning
N=* 26
N=** 27 |
Employer:
1-3 years
N=* 26
N=** 52 |
|
1. PLANNING:
Was prepared to plan effectively for instruction |
3.70 |
3.47 |
3.47 |
|
2. MANAGEMENT:
Was prepared to maintain an environment conductive to
learning, maximizes the amount of time available for
instruction, and manages learner behavior to provide
productive learning opportunities |
3.60 |
3.26 |
3.32 |
|
3. INSTRUCTION:
Was prepared to deliver instruction effectively and
provides opportunity for student involvement in the learning
process |
3.67 |
3.47 |
3.47 |
|
4. ASSESSMENT:
Was prepared to consistently monitor and assess student
performance effectively |
3.55 |
3.11 |
3.32 |
|
5. DIVERSITY:
Was prepared to understand how students differ in their
approaches to learning and creates instruction opportunities
that are adapted to diverse learners |
3.40 |
3.00 |
3.26 |
|
6. TECHNOLOGY:
Was prepared to use technological tools and/or the
products of technology to promote learning and expand
instruction options |
3.53 |
3.42 |
3.58 |
|
7. CONTENT KNOWLEDGE:
a)
Was prepared to use the Louisiana State Content
Standards and Benchmarks to plan instruction
b)
Was prepared to exhibit relevant, up-to-date
content of the discipline being taught, including concepts,
principles, relationships, methods of inquiry, and key issues |
3.67 |
3.74 |
3.79 |
|
3.73 |
3.63 |
3.68 |
|
8. PROFESSIONAL DEVELOPMENT:
Was prepared to plan for and engage in meaningful
professional self-development |
3.73 |
3.42 |
3.37 |
|
9. SCHOOL IMPROVEMENT:
Was prepared to take an active role in school
improvement planning, implementation, and evaluation |
3.59 |
3.00 |
3.16 |
|
10. COLLABORATION:
Was prepared to create partnerships with parents/
caregivers and colleagues. |
2.97 |
3.32 |
3.47 |
|
11. STUDENT ACHIEVEMENT:
Was prepared to have a positive impact on student
learning, |
3.89 |
3.47 |
3.68 |
*Number of employer responses
**Number of employees reported
|
On a scale from 1-4 with “1” being “unsatisfactory” and
“4” being “exemplary.”
TANGIPAHOA PARISH
|
Employer: Beginning
N=* 20
N=** 33
|
Employer:
1-3 years
N=* 20
N=** 81 |
|
1. PLANNING:
Was prepared to plan effectively for instruction |
3.44 |
3.50 |
|
2. MANAGEMENT:
Was prepared to maintain an environment conductive to
learning, maximizes the amount of time available for
instruction, and manages learner behavior to provide
productive learning opportunities |
3.22 |
3.17 |
|
3. INSTRUCTION:
Was prepared to deliver instruction effectively and
provides opportunity for student involvement in the learning
process |
3.44 |
3.56 |
|
4. ASSESSMENT:
Was prepared to consistently monitor and assess student
performance effectively |
3.11 |
3.17 |
|
5. DIVERSITY:
Was prepared to understand how students differ in their
approaches to learning and creates instruction opportunities
that are adapted to diverse learners |
3.00 |
3.00 |
|
6. TECHNOLOGY:
Was prepared to use technological tools and/or the
products of technology to promote learning and expand
instruction options |
3.67 |
3.61 |
|
7. COTENT KNOWLEDGE:
c)
Was prepared to use the Louisiana State Content
Standards and Benchmarks to plan instruction
d)
Was prepared to exhibit relevant, up-to-date
content of the discipline being taught, including concepts,
principles, relationships, methods of inquiry, and key issues |
3.39 |
3.56 |
|
3.22 |
3.44 |
|
8. PROFESSIONAL DEVELOPMENT:
Was prepared to plan for and engage in meaningful
professional self-development |
3.33 |
3.39 |
|
9. SCHOOL IMPROVEMENT:
Was prepared to take an active role in school
improvement planning, implementation, and evaluation |
2.94 |
3.17 |
|
10. COLLABORATION:
Was prepared to create partnerships with parents/
caregivers and colleagues. |
3.39 |
3.39 |
|
11. STUDENT ACHIEVEMENT:
Was prepared to have a positive impact on student
learning, |
3.50 |
3.44 |
*Number of employer responses
**Number of employees reported
|
On a scale from 1-4 with “1” being “unsatisfactory” and “4”
being “exemplary.”
TOTAL
|
Employer: Beginning
N=46*
N=57**
|
Employer:
1-3 years
N=46*
N=143** |
|
1. PLANNING:
Was prepared to plan effectively for instruction |
3.36 |
3.65 |
|
2. MANAGEMENT:
Was prepared to maintain an environment conductive to
learning, maximizes the amount of time available for
instruction, and manages learner behavior to provide
productive learning opportunities |
3.12 |
3.60 |
|
3. INSTRUCTION:
Was prepared to deliver instruction effectively and
provides opportunity for student involvement in the learning
process |
3.44 |
3.65 |
|
4. ASSESSMENT:
Was prepared to consistently monitor and assess student
performance effectively |
3.16 |
3.55 |
|
5. DIVERSITY:
Was prepared to understand how students differ in their
approaches to learning and creates instruction opportunities
that are adapted to diverse learners |
3.12 |
3.23 |
|
6. TECHNOLOGY:
Was prepared to use technological tools and/or the
products of technology to promote learning and expand
instruction options |
3.44 |
3.55 |
|
7. COTENT KNOWLEDGE:
e)
Was prepared to use the Louisiana State Content
Standards and Benchmarks to plan instruction
f)
Was prepared to exhibit relevant, up-to-date
content of the discipline being taught, including concepts,
principles, relationships, methods of inquiry, and key issues |
3.44 |
3.60 |
|
3.44 |
3.60 |
|
8. PROFESSIONAL DEVELOPMENT:
Was prepared to plan for and engage in meaningful
professional self-development |
3.20 |
3.30 |
|
9. SCHOOL IMPROVEMENT:
Was prepared to take an active role in school
improvement planning, implementation, and evaluation |
2.96 |
3.45 |
|
10. COLLABORATION:
Was prepared to create partnerships with parents/
caregivers and colleagues. |
3.32 |
3.60 |
|
11. STUDENT ACHIEVEMENT:
Was prepared to have a positive impact on student
learning, |
3.48 |
3.65 |
*Number of employer responses
**Number of employees reported
Additional Comments:
- Teachers need to have more practice on
planning for individualize instruction and alternative
assessments.
- Both adapted very well to the new
Comprehensive Curriculum this year.
- Teacher filled in for a medical leave the
last half of the school year.
Additional Support:
- Behavior Management.
- I always completed my field experiences in
the upper grades. After teaching the second grade for the second
half of the year, I which I had a college course just in
phonics. I did not feel comfortable teaching phonics when I
began teaching. This year I went to the Project Read workshop,
and now I feel very confident teaching phonics.
- School Improvement.
- Classroom Management.
- Assessment!!!
- Technology has advanced so much that one
class is NOT enough.
- Assistive Technology.
- Classroom Management.
- Ways to organize paperwork.
- Planning for “real life” IEP development.
- Differentiated
instruction/Accommodations/Modifications.
Preference of Delivery
Workshops __17_
Printed Material ___9_
Direct Contact with University ___3_
Website ___9_
Additional Comments:
- Portfolio assessment is not necessary.
- At the time I went to Southeastern a class
on assessment was given. I feel that it did not prepare me for
the real world of teaching. I still have a hard time on what to
give grades on and how much things should weigh, and to have it
all balance out. I think more time needs to be spent on that.
Suggestions of what types of grades should be given weekly and
whether or not to give participation grades would have been
helpful. Also, because I teach Language Arts, I use rubrics and
checklists; I believe more focus can be geared toward that. I do
feel that Southeastern gave me a huge head start on teaching. I
was adequately prepared for my first year of teaching.
- The main thing I feel that was not
delivered to my expectations at Southeastern was organizational
strategies for all sorts of thins: grade book, classroom
appearance, paperwork, etc. (ALL ASPECTS of organizational
strategies) Technology was another thing that was not up to par.
One class was certainly not ENOUGH to feel confident using
technology in the classroom.
- I feel that Southeastern prepared me for
teaching in most cases. There were a few things that I learned
after graduating or in student teaching (things I feel like I
should have known before going into it). For example: setting up
roll books and grade books for the school year, better
organization tips, everyday classroom tips, etc….
- I obtained MAT at SLU and it was a
wonderful program. The major thing I think I lack is the ability
to teach reading in an effective way. I feel I need to go back
to school or attend workshops to gain knowledge in this area….
- Integrating technology into the gym.
- I would like additional support with
up-to-date discipline being taught.
- I can contribute much of my learning to
the student teaching semester. SLU found an excellent
supervising teaching for me that semester. Accommodating
individual differences.
Tangipahoa Employer: Teacher Education Graduate Follow-up Survey
Additional Comments:
- In the last 10 years I have not hired new
grads from any university. In 2004, I hired 2 new grads from
SLU and they have been well prepared. This year I hired another
SLU graduate at mid-term and she is doing well. I believe they
you are beginning to prepare the new teachers to teach in the
high-risk school. This must be done to a greater degree.
Student teaching needs to be extended to a full year. The
student teachers just begin to understand what is expected in
the classroom and then the semester ends.
- One difference I see between the “new” SLU
grads and the grads with 3 years experience is the grads with 3
years have elementary certifications and the “new” teacher has a
secondary certification. Another difference is the grads with 3
years have completed the Tangi F.I.R.S.T. program and the new
teacher, who graduated in December 2005, has not entered the
program yet.
- I think the survey should be conducted in
a different manner because in the 1-3 years’ experience group,
there were 2 of the 4 teachers who really affected the way I
scored that group. Two were exceptional, and two were not and
need a lot of work to be employed next school year.
- The SLU graduates who have been hired
during the last 5 years have been exemplary. Student teacher
preparation has played an iatrical part in this.
- Our new teachers are doing a fantastic
job. I wish the older ones were able to get a refresher course.
 
 
Major: __MAT_______________________________________________________________
Please rate your preparation in each of
the following areas on a scale from 1-4 with “1” being
“unsatisfactory” and “4” being “exemplary.” Circle your response.
|
1. PLANNING:
Was prepared to plan effectively for instruction |
3 |
|
2. MANAGEMENT:
Was prepared to maintain an environment conductive to
learning, maximizes the amount of time available for
instruction, and manages learner behavior to provide
productive learning opportunities |
4 |
|
3. INSTRUCTION:
Was prepared to deliver instruction effectively and
provides opportunity for student involvement in the learning
process |
3 |
|
4. ASSESSMENT:
Was prepared to consistently monitor and assess student
performance effectively |
4 |
|
5. DIVERSITY:
Was prepared to understand how students differ in their
approaches to learning and creates instruction opportunities
that are adapted to diverse learners |
3 |
|
6. TECHNOLOGY:
Was prepared to use technological tools and/or the
products of technology to promote learning and expand
instruction options |
1 |
|
7. COTENT KNOWLEDGE:
g)
Was prepared to use the Louisiana State Content
Standards and Benchmarks to plan instruction
h)
Was prepared to exhibit relevant, up-to-date
content of the discipline being taught, including concepts,
principles, relationships, methods of inquiry, and key issues |
2
2 |
|
8. PROFESSIONAL DEVELOPMENT:
Was prepared to plan for and engage in meaningful
professional self-development |
1 |
|
9. SCHOOL IMPROVEMENT:
Was prepared to take an active role in school
improvement planning, implementation, and evaluation |
1 |
|
10. COLLABORATION:
Was prepared to create partnerships with parents/
caregivers and colleagues. |
4 |
|
11. STUDENT ACHIEVEMENT:
Was prepared to have a positive impact on student
learning, |
3 |
|
