teacher education alumni survey...

Teacher Education Alumni Survey (TEAS)Purpose

Page2 Content knowledge of the material you teach3 Pedagogy and instructional methods specific to the content area4 Diversity knowledge and respect of the culture, needs, and learning styles of diverse populations5 Care for students to lead them in a caring and compassionate way.6 Teacher Leadership to collaborate with colleagues and other professional staff.7 Reflection to examine and revise classroom practices.8 Understanding of foundations, history, and sociology of education.9 Knowledge of the institutional culture of schools.

10 Management strategies for classroom and materials.11 Technology to support teaching and learning.12 Overall Evaluation13 Strengths17 Weakenesses21 Additional Comments

Analysis NotesAll data was collected during June 2016. Years within data tables (i.e., 2011, 2013, 2015) indicate year completed program. Consider both quantitative data and free response comments for analysis.

Program completers who graduated in 2011, 2013, or 2015 completed this survey, evaluating the overall program as well as rating specific characteristics related to their preparation. The TEAS was distributed via email to 111 program completers and 48 (43.2%) completed the survey. Of this return, 36 completers are currently in a teaching position and provided an evaluation of their preparation.

2015-2016 Overview

Teacher Education Alumni Survey (TEAS)

Weak Adequate Strong Exceptional M SDElementary Educaiton 2 2 2 1 2.29 1.112011 0 2 1 0 2.33 0.582013 2 0 1 1 2.25 0.582015 - - - - - -Secondary English 0 0 6 5 3.45 0.522011 0 0 0 3 4.00 0.002013 0 0 2 1 3.33 0.582015 0 0 4 1 3.20 0.45Secondary Foreign Language 0 0 2 2 3.50 0.582011 0 0 1 2 3.67 0.582013 - - - - - -2015 0 0 1 0 n/a n/aSecondary Mathematics 0 1 3 4 3.38 0.742011 0 1 1 0 2.50 0.712013 0 0 1 2 3.67 0.582015 0 0 1 2 3.67 0.58Secondary Science 0 1 0 0 n/a n/a2011 - - - - - -2013 - - - - - -2015 0 1 0 0 n/a n/aSecondary Social Studies 0 0 3 2 3.40 0.552011 0 0 0 1 n/a n/a2013 0 0 1 0 n/a n/a2015 0 0 2 1 3.33 0.58Aggregate 2 4 16 14 3.17 0.852011 0 3 3 6 3.25 0.872013 2 0 5 4 3.00 1.102015 0 1 8 4 3.23 0.60

Content knowledge of the material you teach

Please rate the preparation you received from the Wake Forest Teacher Education Program

2015-2016 Content



Pedagogy and instructional methods specific to the content area


2015-2016 Pedagogy




Diversity knowledge and respect of the culture, needs, and learning styles of diverse populations

2015-2016 Diversity




Care for students to lead them in a caring and compassionate way.

2015-2016 Care



Teacher Leadership to collaborate with colleagues and other professional staff.


2015-2016 Teacher Leadership




Reflection to examine and revise classroom practices.

2015-2016 Reflection




Understanding of foundations, history, and sociology of education.

2015-2016 Foundations




Knowledge of the institutional culture of schools.

2015-2016 Institutional Culture




Management strategies for classroom and materials.

2015-2016 Management




Technology to support teaching and learning.

2015-2016 Technology


Poor Adequate Good Excellent M SDElementary Educaiton 1 1 2 3 3.00 1.152011 0 1 1 1 3.00 1.002013 1 0 1 2 3.00 1.002015 - - - - - -Secondary English 0 0 1 10 3.91 0.302011 0 0 0 3 4.00 0.002013 0 0 0 3 4.00 0.002015 0 0 1 4 3.80 0.45Secondary Foreign Language 0 0 0 4 4.00 0.002011 0 0 0 3 4.00 0.002013 - - - - - -2015 0 0 0 1 n/a n/aSecondary Mathematics 0 0 1 7 3.88 0.352011 0 0 0 2 4.00 0.002013 0 0 0 3 4.00 0.002015 0 0 1 2 3.67 0.58Secondary Science 0 1 0 0 n/a n/a2011 - - - - - -2013 - - - - - -2015 0 1 0 0 n/a n/aSecondary Social Studies 0 0 3 2 3.40 0.552011 0 0 0 1 n/a n/a2013 0 0 1 0 n/a n/a2015 0 0 2 1 3.33 0.58Aggregate 1 2 7 26 3.61 0.732011 0 1 1 10 3.75 0.622013 1 0 2 8 3.55 0.932015 0 1 4 8 3.54 0.66

How would you rate the Wake Forest Teacher Education Program in preparing you to be an effective teacher?

2015-2016 Overall Evaluation


Respondent #1 Respondent #2 Respondent #32011 Starting in schools early worth different internships, student

teaching in the fall. Very small, a lot of individual attention

2013 The program provides a very personal and well-rounded approach to teaching. I felt that I left with a strong understanding of how to be a leader and a thorough understanding of best practices.

Integration of different teaching practices, student teaching and fieldwork opportunities

Small class sizes

2015

Respondent #1 Respondent #2 Respondent #32011 Both Dr. Milner and my cooperating teacher heavily impacted

the way I interact with my students, and I believe that if I am effective, it is because of the relationships I build. I also feel that I gained perspective on the wide range of students I could expect to encounter and I learned ways to differentiate for and reach them.

The personal relationships between professors and students; the knowledge of the professors; the accessibility of information and resources

The faculty was incredibly strong both in my content area and overall. The assignments, by and large, were authentic and useful to my professional life.

2013 It helped me realize that good teaching doesn't just come naturally. Assignments like the unit plan and backward lesson mapping were difficult at first, but they left a lasting impression on how I approach prepping. Dr. Brown was excellent at providing encouragement yet also criticism so that we came to understand teaching as a never-ending process rather than as a product-oriented job.

Opportunities to make mistakes and to learn from mistakes.

Your advisors truly care about you and strive to ensure that you have the best foundation possible going into a classroom

2015 Due largely to my student teaching experience, I was prepared to enter my classroom prepared with both classroom management and pedagogical strategies; my students were shocked when they learned it was my first year. I'm very well contected to the professional aspect of my field due to Dr. Brown; I'm involved in journal submissions editing and presenting at the national level which has set me apart at my school. I believe much of what I gained from the program was from my advisor's and cooperating teacher's willingness to work with me on my specific strengths and weaknesses.

The greatest strength of the program is the faculty; each teacher that worked with my cohort was also a mentor. I felt, and still feel, comfortable going to the faculty for support.

Excellent content pedagogical methods, preparation for a variety of levels, student teaching mentorship and observation, professional learning through research and conference work. On the whole, I felt much more prepared to teach and lead as a professional than the average.

Please describe any strengths of the program.

Secondary English

Elementary Education

2015-2016 Strengths


2011 The most powerful growth happened for me through constructive feedback both from professors on lesson plans/projects and from cooperating teachers during student teaching.

Time for reflection and discussion was always beneficial, which I continue to value especially through the connections I was able to make to professional organizations.

I understand how Spanish should be taught based on current research and have many instructional strategies to employ and an outstanding professional learning community that I can reach out to.

20132105 Receiving targeted support in my content area- not just

pedagogy in general, but Foreign Language pedagogy. That truly gave me an edge over colleagues who have received generalized pedagogical training that wasn't specific to their content area.

Respondent #1 Respondent #2 Respondent #32011 Above everything else, I felt prepared to be a professional when

I left the program. I think Wake did a great job exposing me to a variety of students, but I feel the real strength was learning how to be a real contributor to the professional teaching community.

Great experience in our content area.

2013 The program only accepts a small number of students which allows for more interactions between professors and students. This made it feel like I was apart of a family. Also, we were exposed to multiple professors. Here, we got to see various personalities and teaching styles. The work load within the program was intense, which I now appreciate greatly. Additionally, I enjoyed the flexibility of the program and the exposure I received.

The MTF program at Wake Forest gave me a strong theoretical and practical background. I developed pedagogical skills, strategies for engaging diverse learners, and strong content knowledge. I also developed in my ability to reflect on my practice and approach my work with the mindset of a researcher.

I felt very well prepared, particularly in reflecting, after the program.

2105 Student Teaching was the best experience in terms of learning. Good knowledge of content and math pedagogy after leaving program

Being detailed in lesson planning and using effective teaching strategies to reach all students.

Secondary Mathematics

Secondary Foreign Language

2015-2016 Strengths


Respondent #1 Respondent #2 Respondent #3201120132015 I loved that the program was small, it allowed me to make great

connections with my classmatesAt least for science, we had some control over where we student taught and who we taught with, which was awesome

Secondary Science

2015-2016 Strengths


Respondent #1 Respondent #2 Respondent #32011 "-strong culture of collaboration -strong connection to

graduates, I am still in contact with many of them -strong commitment to discussion of teaching scenarios which I believe greatly contributed to my classroom management -funding-it made a serious difference in my professional success and choices -technology, I know to use classroom technology and was not scared to propose that other teachers should do so "

2013 Our classes were small so I felt like I got a lot of one on one attention. I felt comfortable talking to my advisor, Dr. Friedman, about problems, concerns, successes, etc. I learned a lot about different pedagogy methods that incorporated reading strategies. I also learned multiple ways to differentiate, using technology and not using technology. I felt comfortable walking into the classroom on my first day of student teaching.

2015 1) The professors--an exceptional team of competent, caring, and enthusiastic teachers who supported my learning and growth, while also demonstrating real interest in me as a person as well as a student2) The action research process--well-paced with support from faculty; I learned a lot and developed a strong sense of how to conduct education research, both as a scholar and a practitioner

I felt very prepared in instructional technology and enjoyed learning about new ways to incorporate technology especially since I teach in an Apple 1 to 1 school.

Small class sizes gave the program a very personal feel, and I had a more intimate relationship with my professors and advisors than I've ever had in an academic setting. I felt as though all of the professors were very passionate about their field, and always willing to help in any way they could.

Secondary Social Studies

2015-2016 Strengths


Respondent #1 Respondent #2 Respondent #32011 "Teaching children of poverty, classroom management strategies,

different behavior management systems schools use. ""Because the program is so small, there is not a lot of diversity"

2013 Once I started teaching, I felt that I was very weak in small-group instruction. Other new teachers from other universities had been trained in guided reading and small-group math interventions. I felt very lost in this area until I was able to observe other teachers and do a lot of research on my own. Now small-group instruction makes up about 60% of my teaching which I never expected until I got into the classroom.

Needs management classes and much more tangible skills. The training I received from other programs like KIPP, Breakthrough, and Teach for America was much stronger.

No classes on how to teach phonics, no classes on behavior management, teaching of technology somewhat outdated

2015

Respondent #1 Respondent #2 Respondent #32011 I wish we had spent more time on technology tools that were really

useful in classroom instruction. I also wish we had spent a bit more time learning about specific learning disabilities and ways to reach students affected by them.

A lack of diversity in students enrolled and observation opportunities.

2013 More preparation for working with students with disability. More overview of ESL in such a way that students will gain an understanding about howhat these programs work in schools.

2015 The Educational Psychology was watered down and unfocused. I would have been interested to learn more on this topic.

I felt weakest in addressing extreme needs for diverse learners (students far below grade level, significant learning disabilities, beginning ESL students).

I felt I did not have knowledge of how school's functioned, the reality of public schools, or the history of education.

Please describe any weaknesses of the program.Elementary Education

Secondary English

2015-2016 Weaknesses


Respondent #1 Respondent #2 Respondent #32011 Classroom management is a huge part of teaching and I feel as though

I would have benefitted from learning how to manage a classroom in creative ways that were keeping students in the target language and focused on our lessons.

20132015 I did not truly feel prepared for working in a really diverse school with a

lot of poverty and LEP students and families, but I don't think that's a weakness of the program- that's just something you have to learn as you go probably. I've heard Dr. Willette Nash speak about 10 times now, so I know WFU provided a speaker to help us with some of the cultural differences. The only weakness I can think of was the emphasis placed on Action Reseach (which is really also a strength). I know it's a requirement by the state, but I think a lot of the time I spent working on it would've been better used with other requirements of student teaching (longer conferences with mentor, more concentrated lesson planning, etc.) "

Respondent #1 Respondent #2 Respondent #32011 As I believe is true in most programs, going back to learn the high

school curriculum that I would be teaching was something that I had to do outside of the program's classes. I feel like a class dedicated to current high school standards would have been most helpful.

2013 Parking was expensive 2015 The pairing with cooperating teachers could be better. More classroom

management preparation.





Respondent #1 Respondent #2 Respondent #3201120132015 Absolutely no focus on classroom management, it was blown off as

something we could "learn on the fly" and I was told not to bother reading management books like The First Days of School or Teach Like a Champion. We were told that a good lesson plan was a cure-all for classroom management problems -- but how do you implement a lesson plan if your students aren't listening? The fellowship math/science people received required us to teach for two years in an at-risk area, but almost no time was spent preparing us to teach students in at-risk, urban schools - Too much emphasis on "action research" and not enough emphasis on helping us to become strong teachers

Secondary Science



Respondent #1 Respondent #2 Respondent #320112013 I didn't feel strong in managing a classroom. My organization skills were

weak and that bled into managing students. You obviously can't learn everything before hand and you can't/shouldn't plan all your lessons before hand. But I would have liked to think more about how to deal with daily mechanics in the classroom, how to deal with all the papers, etc. By the time I had my own classroom I remember discussing some of those things, but I don't think they had really sunk in because I had taken in their gravity as a student. Its hard to appreciate the value of the transitioning from gluing in your interactive notebook when you are 21 and you've never taught in the classroom before.

2015 I didn't feel like a significant portion of the program dealt with the specific issues associated with teaching in urban schools. Most of the classroom behavior strategies we practiced were for fairly mild mannered students (i.e. light talking or being off task) and we didn't go over how to handle classes that were more hostile in nature

I felt that the program overall was not geared towards teachers who had taught before entering the program. The majority of classes being taught were not relevant towards preparing teachers for lower income schools and the problems faced there.

I would have really appreciated a stronger theoretical underpinning, especially as it relates to the history, philosophies, and policies governing education.




2011 Recent grads should have opportunities to come share with program students the reality of the classroom. It is a difficult job and preparing for that is essential to long term success.

20132015

2011 I am so thankful for my time at Wake Forest and I recommend it to all of my coworkers who are considering a Master's degree program. 20132015

2011 My school district tried out the Elementary-level World Language Program as a pilot, unsure of whether they would keep it or not. Because of what I learned through this program, I was able to exceed expectations for my school district. I have presented material to other teachers across the state that I learned at Wake Forest. We are currently expanding the Elementary World Language Program. We have hired another teacher and we don't have to travel school to school anymore. We have one World Language Elementary teacher at each of the three Elementary schools and have increased World Language time at each school. The district wants to seriously implement a K-12 World Language Program, which we currently have in Spanish due to the success at the Elementary level. I have a like-minded colleague who was trained in the same way as I was at Wake Forest and together we have built this program from scratch. I owe what I know to Dr. Redmond and I am grateful to have this base knowledge as we grow our program.

20132015

201120132015

20112013 It's a shame that the state of North Carolina will not pay teachers on their Master's Degree anymore. They are not supporting higher education in the same

system that promotes higher education. It's obvious that money is in control here and our hands are tied with this decision. I hope the program continues. My time at Wake was enjoyable and memorable. This program molded the foundation for my teaching career."

2015

Please provide any additional comments.Elementary Education

Secondary English



Secondary Science

2015-2016 Comments


20112013 I received a lot of positive feedback and not a lot of criticisms when I knew I couldn't have been doing everything right. I don't know if the programs doesn't want

to scare potential teachers away, but if they can't take criticism at the collegiate level they shouldn't be a classroom teacher. I would have liked more criticism at school they figuring out even more mistakes as a first year teacher.

2015 I am proud to call WFU my alma mater and feel as though I was able to reenter the classroom this past fall a more effective and more idealistic teacher because of the work I conducted in my master's education program. I loved my time at Wake Forest and felt it prepared me very well to go directly into a classroom and succeed. I would highly recommend the program to any aspiring teacher.


2015-2016 Comments

Teacher Education Alumni Survey - Administrators (TEAS-A)Purpose

Analysis Notes

Campus principals of program completers who graduated in 2011, 2013, or 2015 completed this survey, evaluating the overall program as well as rating specific characteristics related to candidate preparation. Names and eamil addresses for 30 principals were provided by program completers in the 2015-2016 TEAS survey. Fifteen (50%) completed the TEAS-A.

Consider both quantitative data and free-response comments for analysis.

2015-2016 Page 1 Overview

Teacher Education Alumni Survey - Administrators (TEAS-A)Aggregate

Please rate the preparation of this teacher in each of the following areas: Weak Adequate Strong Exceptional M SDContent knowledge of the material they teach 0 1 2 12 3.73 0.59Pedagogy and instructional methods specific to their content area 0 1 4 10 3.60 0.63Diversity knowledge and respect of culture, needs, and learning styles of diverse student populations 0 2 6 7 3.33 0.72Care for students to lead them in a caring and compassionate way 0 2 3 10 3.53 0.74Teacher leadership to collaborate with colleages and other professional staff 1 2 4 8 3.27 0.96Reflection to examine and revise classroom practices 1 0 5 9 3.47 0.83Understanding of foundations, history, and sociology of education 0 2 6 7 3.33 0.72Knowledge of the institutional culture of schools 0 1 6 8 3.47 0.64Management strategies for classroom and materials 1 3 4 7 3.13 0.99Technology to support teaching and learning 0 1 7 7 3.40 0.63

Rate the Wake Forest Teacher Education Program in preparing effective teachers. Poor Adequate Good Excellent M SD0 0 2 13 3.87 0.35

XXXXX is one of our very best teachers and we would love to connect on how we can partner to attract more graduates.

Please provide any additional comments or suggestions.The preparation of XXXXX is observable on a daily basis, not only as an instructional leader in the classroom, but also among her peers. Her daily lesson plans are evidence of her reflection on each student, their learning styles, and her preparation to meet the unique needs of every learner.

XXXXX is an exceptional teacher. His methods often impress me, and I share with others.Despite the invaluable need for content knowledge, invariably it is the administrative and behavioral skills of teachers that determine their ability to effectively convey the content. Greater skills in these areas seem to be a challenge for many teacher prep programs, not because universities do not see the need, but more so, because the opportunity to practice and then measure these skills is more difficult. I do not see Wake Forest (and the one candidate by which I can "measure WKU) as vastly different than any other university.

2015-2016 Page 2 Aggregate

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