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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  


LIST OF EXHIBITS LASS

EXHIBIT LASS 1.15

Summary of Teacher Education Graduate Follow-up Survey

2006-2007 

  1. (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

  1. 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)

  1. 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)

  1. Areas of Support Most Requested:

·        Management 

·        Diverse Learning Needs

·        Technology

·        Assessment

  1. 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

 

 

  

 


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