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Advanced Employer Survey
This survey is based on the Alabama Department of Education's Employer Survey. Because the State Department does not include advanced program graduates, the Faulkner College of Education has adapted the state's survey to align with the National Board Middle Age Generalist Standards. The survey's purpose is to measure your perception of the knowledge, skills, dispositions, and overall preparation of the Faulkner University professionals you have hired in the last year. 

Results from the survey will be reported in aggregate form only. Teachers and administrators will not be identified in the results, although you are asked to identify the teacher for  record-keeping purposes. The purpose of this survey is to provide feedback for continuous improvement of Educator Preparation Programs (EPP) in Alabama for Faulkner University.

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Advanced Employer Survey:  Traditional Master's
What is the name of the teacher you are rating? *
How many years has the person that you are rating been a teacher? *
Is the teacher that you are rating tenured or probationary? *
Rating of each item:
Please read each prompt having to do with behavior. After reading, please select one of four responses. There are an additional two prompts where you can make comments in the form of suggestions and strengths of the Faulkner program.

Strongly Agree
Agree
Disagree
Strongly Disagree
1. The teacher uses performance and makes informed instructional decisions to meet learners' developmental needs (cognitive, social, emotional, and physical) including students with exceptional needs or English Language learners.
NBMAGS I and IV
 *
2. The teacher addresses students' individual strengths, interests, and needs to advance individual student motivation and progress.
NBMAGS I
 *
3. The teacher respects and understands diversity and provides opportunities for all students to access the knowledge, skills, and understandings they need to become caring and thoughtful participants in a global citizenry.
NBMAGS II
 *
4. The teacher identifies, models, and teaches the skills that students need to interact with classmates from different groups in a way that reduces bias, fear, anxiety, and discrimination.
NBMAGS II
 *
5. The teacher enables students to explore the value, meaning, and significance of different viewpoints as students analyze subject information.
NBMAGS III
 *
6. The teacher establishes and maintains a safe and respectful learning community that nurtures relationships and creates a climate that promotes student engagement in learning.
NBMAGS III
 *
7. The teacher establishes procedures and expectations in his/her classes at the beginning of the school year and reflects on these procedures throughout the year to maintain an efficient classroom, adapting them as appropriate to meet the needs of individual students and classroom communities.
NBMAGS III
 *
8. The teacher draws on and expands his/her knowledge of content and curriculum to determine what is important for students to learn and experience within and across subject areas.
NBMAGS IV
 *
9. The teacher strives to meet and exceed curricular standards and expectations, using varied assessments to monitor students' growth, understanding that the primary purpose of formative and summative assessments is to measure students' knowledge of content and inform pedagogy.
NBMAGS IV, V
 *
10. The teacher adopts inquiry and problem-based approaches and uses technological tools as appropriate to help students construct meaning in context and apply critical thinking skills.
NBMAGS IV
 *
11.  The teacher uses a process of assessing, planning, implementing, and reflecting to guide teaching and learning.
NBMAGS V
 *
12. The teacher makes learning interactive, challenging, and enjoyable by providing the accommodations and support systems that students need to be successful.
NBMAGS V
 *
13. The teacher sees the curriculum as an opportunity to incorporate related topics and issues to extend students' thinking, knowledge, and understanding of how the curricular goal or expectation relates to the world beyond the classroom. NBMAGS V *
14. The teacher uses data and related information from formal and informal assessments as an integral component of instructional decision making.
NBMAGS V
 *
15. The teacher consistently and deliberatively reflects on his/her instructional decision making in order to gain greater insight into the significance of his/her choices and the impact these choices have on students' learning.
NBMAGS V, IX
 *
Required
16. The teacher establishes and maintains partnerships with families and the greater community to enhance teaching and support student learning.
NBMAGS VI
 *
17. The teacher strives to understand their students' lives outside the school and uses that understanding when planning instruction and implementing curricula.
NBMAGS VI
 *
18. The teacher is a leader who advocates for the teaching profession and student learning via a positive outlook, strong work ethic, and a willingness to change, learn, and grow.
NBMAGS VII
 *
19. The teacher stays current, reads journals, attends professional presentations, and integrates life experiences in classroom learning.
NBMAGS VII
 *
20. The teacher engages with and invites critique from the broader educational community, working with educators from colleges, universities, and other institutions or agencies.
NBMAGS VIII
 *
21. The teacher accepts responsibility for improving his/her practice and the teaching professions on a continual basis by being open to considering new and creative ideas related to the profession.
NBMAGS VII
 *
22. The teacher adapts his/her teaching practices to meet changes in content and curriculum, technological innovations, school environment, and educational policies, as well as in students and communities.
NBMAGS VIII
 *
24. What suggestions would you make for making the Faulkner College of Education advanced preparation stronger? *
25. What do you see as strengths of the Faulkner College of Education advanced preparation program? *
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