Teachers for A New Era Neag School of Education

Alumni Survey Results for the Graduates of 2004-2008

Teachers for A New Era (TNE)Assessment Committee

Madeline Hale SedovicMary E. Yakimowski

March 2009

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OverviewOverview

• Participants

• Methodology

• Key Findings

• Next Steps

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ParticipantsParticipantsBackground Statistics

Previous2 Total TotalSex N % N % Female 104 79.4 51 80.9 Male 23 17.6 10 15.9 Missing 4 3.1 2 3.2Race/Ethnicity White/Caucasian 109 83.2 54 85.7 Black or African American

1 0.8 1 1.6

Hispanic American 5 3.8 4 6.3 Asian/Pacific Islander 6 4.6 1 1.6 Native American 1 0.8 0 0.0 Other 3 2.3 1 1.6 Missing 6 4.6 2 3.2Primary Language English 114 87.0 58 92.1 Spanish 1 0.8 3 4.8 Other 11 8.4 2 3.1 Missing 5 3.8 0 0.0

ParticipantsParticipants

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IB/M TCPCG Bilingual Music Others

N % N % N % N % N %

42 66.7 13 20.6 1 1.6 2 3.2 5 7.9

Teacher Education Program Completed Overall and by Program

MethodologyMethodology

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• Identify alumni from last five years• Update online survey• Develop letter announcing the survey

and weblink• Send out letter• Send out follow-ups (by

mail/postcard; by email)

Methodology

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Key FindingsKey Findings

Mother Father

N % N %

Did not receive a high school diploma 2 3.2 1 1.6

Received a high school diploma14 22.2 6 9.5

Earned a GED 0 0.0 1 1.6

Attended some college12 19.0 18 28.6

Completed an undergraduate degree13 20.6 18 28.6

Completed a graduate degree20 31.7 18 28.6

Don’t know 0 0.0 0 0.0

Missing 2 3.2 1 1.67

Respondents Level of Education Attained by the Parents

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M (previous) M (current)Teaching students who are both in special education and English language learners.

2.9 2.84

Working effectively with parents. 3.0 2.91

Classroom management skills. 3.1 3.23

Standardized assessment skills (e.g., CAPT, CMT, norm-referenced tests). 3.4 3.65

Teaching English language learners. 3.4 3.18

Teaching gifted and talented learners. 3.4 3.56

Integrating technology into classroom instruction. 3.5 3.62

Teaching special education students. 3.5 3.63

Educating students from diverse socioeconomic backgrounds. 3.7 4.03

Encouraging interaction with students from different backgrounds. 3.7 4.00

Educating students from diverse cultural backgrounds. 3.8 4.05

The difficulty level of the program. 3.8 3.93

Challenging students to meet their fullest potential. 3.8 3.95

Understanding people from other racial and/or ethnic backgrounds. 3.9 4.18

Formative classroom assessment skills. 3.9 4.07

The degree of preparation for working in the teaching profession. 4.0 4.11

The content and/or area specialty. 4.2 4.05

Creating meaningful learning experiences for students in English. 4.2 4.10

Overall Ratings for Satisfaction with Program Components

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M (previous) M (current)Integrating technology into classroom instruction. 3.8 4.0

Standardized assessment skills (e.g., CAPT, CMT, norm-referenced tests). 3.8 3.8

Teaching English language learners. 3.9 4.0

The difficulty level of the program. 3.9 3.9

Teaching gifted and talented learners. 3.9 3.8

Teaching students who are both in special education and English language learners. 4.0 4.0

Working effectively with parents. 4.2 4.2

Formative classroom assessment skills. 4.3 4.3

Educating students from diverse socioeconomic backgrounds. 4.3 4.4Encouraging interaction with students from different backgrounds. 4.3 4.3

Understanding people from other racial and/or ethnic backgrounds. 4.4 4.3

Educating students from diverse cultural backgrounds. 4.4 4.3

Teaching special education students. 4.5 4.5Challenging students to meet their fullest potential. 4.6 4.6

The content and/or area specialty. 4.7 4.6

Creating meaningful learning experiences for students in English. 4.7 4.7

The degree of preparation for working in the teaching profession. 4.7 4.8

Classroom management skills.4.8 4.7

Overall Ratings for Importance with Program Components

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Difference (previous

)

Difference (current

)The content and/or area specialty. 0.5 0.6Creating meaningful learning experiences for students in English. 0.6 0.6Classroom management skills. 1.7 1.5Integrating technology into classroom instruction. 0.3 0.4Working effectively with parents. 1.3 1.3Formative classroom assessment skills. 0.3 0.2Standardized assessment skills (e.g., CAPT, CMT, norm-referenced tests). 0.4 0.2Teaching English language learners. 0.5 0.8Teaching special education students. 1.0 0.8Teaching students who are both in special education and English language learners.

1.2 1.1

Teaching gifted and talented learners. 0.5 0.2Educating students from diverse socioeconomic backgrounds. 0.7 0.4Understanding people from other racial and/or ethnic backgrounds. 0.6 0.1Encouraging interaction with students from different backgrounds. 0.7 0.3Educating students from diverse cultural backgrounds. 0.6 0.3The difficulty level of the program. 0.1 -0.1Challenging students to meet their fullest potential. 0.8 0.7The degree of preparation for working in the teaching profession. 0.7 0.7

Comparison of Satisfaction and Importance Ratings:

Previous and Current Year (mean importance rating-mean satisfaction rating)

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M (previous)

Standard deviation (previous)

M (current)

Standard deviation (current)

Understand how students learn. 4.3 0.7 4.2 0.9

Use different pedagogical approaches. 4.3 0.8 4.3 0.9

Implement ’s Common Core of Teaching. 3.6 1.1 3.5 1.1

Handle the paperwork associated with your job. 3.0 1.2 2.8 1.3

Manage time throughout the school day. 3.3 1.1 3.4 1.3

Collaborate with other adults. 4.2 0.9 4.2 1.1

Adapt to changes in content and/or resources. 3.9 1.1 3.8 1.0

Deal with changes in the classroom or school.3.8 1.1 3.7 1.0

Overall Ratings on Satisfaction with Learning about the

Teaching Profession

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M (previous)

Standard deviation (previous)

M (current)

Standard deviation (current)

Sense of community with other students 3.9 1.0 4.0 1.0

Faculty involvement with students 4.1 1.0 4.3 0.8

Faculty with experience as practitioners 3.9 1.1 4.2 1.0

Cooperation between the Sciences and Education

3.1 1.2 3.1 1.2

Quality of teaching 4.1 0.9 4.2 0.8

Quality of advising 3.9 1.2 4.2 1.2

Clinic experiences 4.2 0.9 4.0 0.9

Master’s internship 3.9 1.1 3.8 1.2

Student teaching 4.5 0.8 4.3 0.9

Job readiness of graduates 4.1 0.9 4.2 1.0

Overall preparation 4.3 0.8 4.1 1.0

Overall Ratings of the Neag School

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Total IB/M TCPCG

N % N % N %Yes 58 95.1% 40 95.2 11 91.7%No 3 4.9% 2 4.8 1 8.3%

Current Involvement in Education Overall and by Program

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Overall Explanations for Involvement in Education:

Previous and Current Year

Previous Yr Current Yr

Currently involved in field of educationN % N %

I enjoy working with the students 115 87.8 56 88.9

I enjoy being in a diverse student population 72 55.0 32 50.8

I like the schedule 53 40.5 22 34.9

It is rewarding for me when my students learn 113 86.3 55 87.3

I work in a supportive and challenging atmosphere

83 63.4 45 71.4

I like the building leaders 51 38.9 23 36.5

Other 24 18.3 11 17.5

N/A 5 3.8 2 3.2

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Overall Explanations for Involvement in Education: Previous and Current Year

M (previous) M (current)

The use of technology to enhance learning 3.1 3.3

Using differentiated instruction 3.2 3.4

Using appropriate classroom management 3.2 3.3

Theory 3.3 3.4

Producing new instructional methods 3.3 3.3Constructing knowledge around the abilities, interests, &

learning styles of all students 3.3 3.4

Collaborative learning communities 3.3 3.4

Content 3.4 3.6Pedagogy 3.4 3.4

Using multiple methods to enhance learning opportunities 3.4 3.6

Using varied methods to assess student learning 3.4 3.4

Working with diverse student population 3.5 3.6

Asking reflective questions about important problems. 3.5 3.7

Curiosity/intellectual enthusiasm 3.7 3.8

A desire to make the learning process enjoyable 3.7 3.9A belief that all students can learn 3.7 3.8

The value of diversity in our culture 3.7 3.8

Previous Total Current Total

N % N %

Yes 118 92.2 56 91.8

No 10 7.8 5 8.2

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Overall Likelihood of Alumni Choosing to

Attend UConn Again

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Grade for Overall Quality: Overall and by Program

Previous Year Current Year IB/M TCPCG

Grade N % N % N % N %

A 68 51.9 37 58.7 25 59.5 9 69.2

B 50 38.2 17 27.0 12 28.6 2 15.4

C 7

5.3 5 7.9 3 7.1 2 15.4

D 2

1.5 3 4.8 1 2.4 0 0.0

F 4

3.1 1 1.6 1 2.4 0 0.0

Next Steps

Based on these results, the following are our recommendations regarding the administration of this survey:

1) Administer survey every 2-3 years (rather than annually)

2) Administer special interest surveys on off years

3) Work with teacher education on the areas that recur as “need” areas (i.e. , working effectively with parents and teaching students who are special education and ELL)

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Thank You!Thank You!