Judith Herb College of Education

Performance & Employment

COMPLETER Survey

 

 2020-2021 Self-Reported
Readiness to Teach

Pre-Student Teaching

Post-Student Teaching

Not Prepared

Prepared

Not Prepared

Prepared

Teach in content/licensure area

3.8%

95.5%

0.0%

100.0%

Use academic content standards

3.0%

97.0%

0.0%

100.0%

Engage students

3.0%

97.0%

0.0%

100.0%

Prepare daily lessons and unit plans

12.1%

87.9%

0.8%

99.2%

Use assessments

14.4%

85.6%

0.8%

99.2%

Differentiate instruction

15.2%

84.8%

3.9%

96.1%

Modify teaching using assessment data

16.7%

83.3%

2.3%

97.7%

Integrate technology in lesson planning and delivery

6.9%

93.1%

0.8%

99.2%

Establish classroom operations

6.8%

93.2%

0.8%

99.2%

Implement classroom management strategies

26.5%

73.5%

4.7%

95.3%

Positively impact student learning

0.8%

 99.2%

0.0%

100%

Communicate with parents and families

18.2%

81.8%

4.7%

95.3%

Collaborate with faculty and staff

7.6%

92.4%

0.8%

99.2%

Work with students with limited English proficiency

40.2%

59.8%

23.4%

76.6%

Work with students in high poverty settings

12.1%

87.9%

6.3%

93.7%

Be knowledgeable about educational support resources

34.4%

65.6%

5.5%

94.5%

Be knowledgeable about school governance

29.8%

70.2%

5.5%

94.5%

Be knowledgeable about data-driven decision making

26.2%

73.8%

8.6%

91.4%

Be a good example of the teaching profession

0.8%

99.2%

0.8%

99.2%

Cohort of 132 student teachers; pre-student teaching response rate = 100%; post student teaching response rate = 97% of the original cohort.
Last Updated: 6/27/22