School Principal’s Survey

Principal’s Survey: Observation of Program Completers: TEACHER EFFECTIVENESS AND GRADUATES’ IMPACT ON STUDENT LEARNING Using InTASC Standards

The Division of Education of Morris College is conducting a survey to collect data on the teacher education graduates’ knowledge, skills, and disposition in the field of teacher education. . Your responses will assist us in ways to improve the quality of the teacher preparation program at Morris College. Only faculty and professional staff in the Division of Education will have access to your responses. We realize that you are busy, but your participation in the review process is very important. Your frank and honest responses will be appreciated. Please complete the performance survey and return it to the Division of Education:

Directions: Please check the appropriate response about the program completer’s essential knowledge about teaching.

INTA SC Standards	Strongly Disagree (1)	Disagree (2)	Neutral (3)	Agree (4)	Strongly Agree (5)	Score
Standard #1: Learner Development
1(a) The teacher understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes—and knows how to use instructional strategies and assessment tasks that promote student learning.				N=4 100%		N=4 100%
1 (j)The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.				N=4 100%		N=4 100%

Standard #2: Learning Differences
2 (a) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction and assessments that uses each learner’s strengths to promote growth.				N=4 100%		N=4 100%
2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.				N=4 100%		N=4 100%

InTASC Standards	Strongly Disagree (1)	Disagree (2)	Neutral (3)	Agree (4)	Strongly Agree (5)	Score

Standard #3: Learning Environments
3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.				N=4 100%		N=4 100%
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.				N=3 75%	N=1 25%	N=4 100%

Standard #4: Content Knowledge
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.				N=4 100%		N=4 100%

Standard #5: Application of Content
5(j) The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.				N=4 100%		N=4 100%
5(b) The teacher engages learners to apply the content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).				N=4 100%		N=4 100%

Standard #6: Assessment
6(k) The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.				N=3 75%	N=1 25%	N=4 100%
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.				N=4 100%		N=4 100%

Standard #7: Planning for Instruction
7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning				N=4 100%		N=4 100%
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.				N=4 100%		N=4 100%

Standard #8: Instructional Strategies
8(j) The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.				N=4 100%		N=4 100%
8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.				N=4 100%		N=4 100%

Standard #9: Professional Learning and Ethical Practice
9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.				N=3 75%	N=1 25%	N=4 100%
9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.				N=4 100%		N=4 100%
						56%
Standard #10: Leadership and Collaboration
10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.				N=4 100%		N=4 100%
10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.				N=4 100%		N=4 100%

Standard #11: Teacher’s Impact on Student Learning and Development
The teacher overall positively impacts students learning and development.				N=3 75%	N=1 25%	N=4 100%
TOTAL SCORE

Part II: Compared to other teachers in your school, please indicate how prepared the Morris College teacher education graduates are to do each of the following in relation to their responsibilities they confront in the classroom.

	More than Effective	Appropriately Affective	Somewhat Effective	Not Effective
Overall, how effective was the teacher preparation program in preparing the EPP’s program completers at your school

Question/Statements	Better prepared than others	Equally Prepared as others	Not well prepared	No evidence of being prepared
The Learner and Learning
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Planning for Instruction	Better prepared than others	Equally Prepared as others	Not well prepared	Not evidence of being prepared
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Learning and Ethical Practices
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
TOTAL

The data shows that 100% of the principals agreed that the Morris College teachers understood the learner, the content, how to plan and teach diverse students, and how to assess students’ performance.

One principal strongly agreed that the teacher understands a wide range of assessment strategies and knows how to design, select, and implement a wide range of assessments.

75% of the principals agreed that the teachers positively impacted the learning and development of their students.

25% of the principals reported that their teachers were better prepared than others, while 75% of them reported that the teachers were equally as prepared as others.