Judith Herb College of Education

Performance & Employment

COMPLETER Survey

 

2018-2019 Self-Reported Readiness to Teach

 

Pre-Student Teaching

Post-Student Teaching

Not Prepared

Prepared

Not Prepared

Prepared

Teach in content/licensure area

.8%

99.2%

1.7%

98.3%

Use academic content standards

.8%

99.2%

0%

100%

Engage students

0%

100%

1.7%

98.3%

Prepare daily lessons and unit plans

5.1%

94.9%

.8%

99.2%

Use assessments

8.4%

91.6%

1.7%

98.3%

Differentiate instruction

6%

94%

5%

95%

Modify teaching using assessment data

3.4%

96.6%

.8%

99.2%

Integrate technology in lesson planning and delivery

8.4%

91.6%

2.5%

97.5%

Establish classroom operations

2.5%

97.5%

0%

100%

Implement classroom management strategies

11.8%

88.2%

4.2%

95.8%

Positively impact student learning

 0%

 100%

0%

100%

Communicate with parents and families

12.6%

87.4%

0%

100%

Collaborate with faculty and staff

6.8%

93.8%

1.7%

98.3%

Work with students with limited English proficiency

25%

75%

21.2%

78.8%

Work with students in high poverty settings

7.6%

92.4%

5%

95%

Be knowledgeable about educational support resources

15%

85%

4.2%

95.8%

Be knowledgeable about school governance

18%

82%

3.4%

96.6%

Be knowledgeable about data-driven decision making

15%

85%

3.4%

96.6%

Be a good example of the teaching profession

.8%

99.2%

.8%

99.2%

Cohort of 118 student teachers; pre-student teaching response rate=100%; post-student teaching response rate=100%

Last Updated: 11/19/19