Judith Herb College of Education

Performance & Employment

COMPLETER Survey

 

2017-2018 Self-Reported Readiness to Teach

 

Pre-Student Teaching

Post-Student Teaching

Not Prepared

Prepared

Not Prepared

Prepared

Teach in content/licensure area

4.5%

95.5%

3.1%

96.6%

Use academic content standards

1.5%

98.5%

1.5%

98.5%

Engage students

2.3%

97.7%

1.6%

98.4%

Prepare daily lessons and unit plans

7.5%

92.5%

3%

97%

Use assessments

12.8%

87.2%

3.8%

96.2%

Differentiate instruction

15.2%

84.8%

6.9%

93.1%

Modify teaching using assessment data

15.2%

84.8%

4.6%

95.4%

Integrate technology in lesson planning and delivery

12.8%

87.2%

4.6%

95.4%

Establish classroom operations

3.8%

96.2%

2.3%

97.7%

Implement classroom management strategies

12.9%

87.1%

4.6%

95.4%

Positively impact student learning

.8%

99.2%

2.3%

97.7%

Communicate with parents and families

13.5%

86.5%

7.6%

92.3%

Collaborate with faculty and staff

4.5%

95.5%

2.3%

97.7%

Work with students with limited English proficiency

30%

70%

35%

65%

Work with students in high poverty settings

15.8%

84.2%

10.9%

89.1%

Be knowledgeable about educational support resources

16.5%

83.5%

9.9%

90.1%

Be knowledgeable about school governance

19.5%

80.5%

7.6%

92.4%

Be knowledgeable about data-driven decision making

18.8%

81.2%

6.1%

93.9%

Be a good example of the teaching profession

.8%

99.2%

1.5%

98.5%

Cohort of 133 student teachers; pre-student teaching response rate=100%; post-student teaching response rate=100%

Last Updated: 11/14/18