CCNY School of Education Spring 2016 Exit Survey

The purpose of this survey is to obtain your views regarding a variety of aspects of your CCNY teacher education program. We are also interested in your attitudes and opinions on a number of related topics. We hope to use your input to improve our programs, for research purposes, and to support the school’s accreditation efforts. We will not report any individual responses to this survey or any other information about you. You should feel free to skip any questions posed here that you prefer not to answer.
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    1a. Support students in accessing unfamiliar and difficult ideas
    1b. Collaborate to problem solve curriculum and classroom management issues
    1c. Differentiate lessons to meet the needs of individual students.
    1d. Seek and use feedback to improve instruction.
    1e. Reflect on and improve my teaching performance.
    1f. Apply recent research to my approach to teaching
    1g. Make decisions about teaching based on classroom evidence
    1h. Use the NY State curriculum frameworks and Common Core learning standards to plan instruction.
    1i. Read and understand Individual Education Plans (IEP). 
    1j. Accommodate individual differences by adapting curriculum and instruction.
    1k. Plan engaging lessons.
    1l. Motivate students to participate in academic tasks.
    1m. Understand how students’ social, emotional, physical, and cognitive development influences student learning and behavior.
    1n. Teach content knowledge and skills.
    1o. Teach problem solving, conceptual understanding, and other aspects of higher-order thinking.
    1p. Use technology in planning and instruction.
    1q. Use technology to facilitate student learning.
    1r. Create a welcoming classroom environment that promotes social development and group responsibility.
    1s. Address challenging behavior in the classroom.
    1t. Establish and implement classroom routines and procedures.
    1u. Resolve interpersonal conflicts in the classroom.
    1v. Use effective verbal and non-verbal communication strategies to guide student learning and behavior.
    1w. Create learning experiences that make the central concepts of the subject matter meaningful for students.
    1x. Make teaching decisions based on the results of pupil assessments.
    1y. Help students learn how to assess their own learning.
    1z. Teach in a high-stakes testing environment.
    1aa. Interpret and use standardized test results.
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    2a. Utilize an in-depth knowledge base in the subject area of your certification.
    2b. Apply the concepts, principles, and reasoning methods of the subject areas you will teach (e.g., mathematics, science, history, English, etc.).
    2c. Promote reading and language development to advance literacy and writing in all students.
    2d. Use knowledge of the writing process to provide instruction and opportunities for writing across all content areas.
    Please enter one response per row
    3a. Students with different ability levels in the same class
    3b. Students from different socio-economic backgrounds
    3c. Students from diverse racial/ethnic/cultural backgrounds
    3d. Students in the New York City public school system
    3e. Students with different linguistic backgrounds
    3f. Students with different sexual orientations
    3g. Students who receive special education supports
    Please enter one response per row
    4a. An important part of learning to be a teacher is examining one’s own attitudes and beliefs about race, class, gender, disabilities, and sexual orientation.
    4b. Issues related to racism and inequity should be openly discussed in the classroom.
    4c. For the most part, covering multicultural topics is only relevant to certain subject areas, such as social studies and literature.
    4d. Good teaching incorporates diverse cultures and experiences into classroom lessons and discussions.
    4e. The most important goal in working with immigrant children and English language learners is that they assimilate into American society.
    4f. It’s reasonable for teachers to have lower classroom expectations for students who don’t speak English as their first language.
    4g. One responsibility of teachers is to challenge school arrangements that maintain societal inequities.
    4h. Teachers should teach students to think critically about government positions and actions.
    4i. Economically disadvantaged students have more to gain in school because they bring less into the classroom.
    4j. Although teachers have to appreciate diversity, it’s NOT their job to change society.
    4k. Whether students succeed in school depends primarily on how hard they work.
    4l. Realistically, the job of a teacher is to prepare students for the lives they are likely to lead.
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    5a. Your coursework
    5b. Your fieldwork experiences
    5c. Your student teaching
    5d. Your student teaching seminar
    5e. Advice from your School of Education academic advisor
    5f. Feedback from your cooperating teacher
    5g. Feedback from your student teaching supervisor
    5h. Your own work to complete the edTPA
    Please enter one response per row
    6a. Class discussions
    6b. Collaboration with peers
    6c. Assigned readings
    6d. Course assignments/projects
    6e. Balance between theory and practice
    6f. Professors’ methods of evaluating students
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    7a. Knew very little about the realities of contemporary urban schooling.
    7b. Were involved with schools and youth.
    7c. Structured their courses around real problems of teaching practice.
    7d. Were responsive to my strengths and needs as a pre-service teacher.
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    Thank you!