Judith Herb College of Education

Performance & Employment

Recent Graduate Surveys

 

2016-2017 Self-Reported Readiness to Teach

 

Pre-Student Teaching

Post-Student Teaching

Not Prepared

Prepared

Not Prepared

Prepared

Teach in content/licensure area

6.3%

93.8%

0.0%

100.0%

Use academic content standards

2.7%

97.3%

0.0%

100.0%

Engage students

3.6%

96.4%

0.0%

100.0%

Prepare daily lessons and unit plans

8.0%

92.0%

0.0%

100.0%

Use assessments

15.2%

83.9%

0.0%

100.0%

Differentiate instruction

14.3%

85.7%

1.8%

98.2%

Modify teaching using assessment data

15.2%

83.9%

0.9%

99.1%

Integrate technology in lesson planning and delivery

10.7%

89.3%

0.9%

99.1%

Establish classroom operations

3.6%

96.4%

0.0%

100.0%

Implement classroom management strategies

14.3%

85.7%

2.7%

97.3%

Positively impact student learning

2.7%

96.4%

0.0%

100.0%

Communicate with parents and families

12.5%

86.6%

1.8%

98.2%

Collaborate with faculty and staff

7.1%

92.9%

0.0%

100.0%

Work with students with limited English proficiency

34.8%

65.2%

21.8%

78.2%

Work with students in high poverty settings

13.4%

86.6%

2.7%

97.3%

Be knowledgeable about educational support resources

18.8%

81.3%

3.6%

96.4%

Be knowledgeable about school governance

21.4%

78.6%

7.3%

92.7%

Be knowledgeable about data-driven decision making

20.5%

79.5%

2.7%

96.4%

Be a good example of the teaching profession

4.5%

95.5%

0.0%

100.0%

Cohort of 110 student teachers; pre-student teaching response rate=100%; post-student teaching response rate=100%

Last Updated: 8/22/17