Graduate Survey

Principal Survey

Recently Graduated Teachers in Mississippi

This survey provides you an opportunity to assess the knowledge, skills, and dispositions your teachers developed as a student in an educator preparation program in Mississippi. The information will be analyzed and shared with the individual educator preparation program responsible for training and educating each specific teacher. Please take a few minutes to complete the short survey to evaluate the effectiveness of their preparation. Our goal is continuous improvement in teacher preparation, and you play a vital role in that process. Honest and frank feedback from principals is a primary mechanism we have available to identify changes to better prepare students for the demanding and challenging role of classroom teacher.

Thank you in advance for completing the survey and providing us with meaningful information to improve our educator preparation programs throughout the state.

Which teacher employed at your school are you assessing? (All data becomes anonymous after entry):
1. Institution where the teacher earned their education degree.
2. Program of Study at above Institution:
3. Area of Primary Certification for which the teacher prepared at the above institution:

4. Area(s) of Endorsement for which the teacher prepared at the above institution (choose all that apply):

5. How many years has this teacher been teaching?
6. Current District of Employment.
7. Current School of Employment.
OPTIONAL 6. Other Current District of Employment (If not listed above).
OPTIONAL 7. Other Current School of Employment (If not listed above).
8. Are they currently enrolled in a Master’s degree program?
9. Highest degree completed:
10. Current teaching assignment (all that apply):

11. Current teaching assignment (all that apply):

The Learner and Learning
The teacher was prepared to:	NA	Strongly Disagree	Disagree	Agree	Strongly Agree
use knowledge of student backgrounds, interests, experiences, and prior knowledge (e.g., multicultural perspectives, pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful to diverse learners and positively impact K-12 student learning. (CAEP 1.1, InTASC 2, TGR 2, TIAI 2)	NA	1	2	3	4
analyze multiple sources of growth data (e.g., pre/post assessments,surveys, inventories, remediation and enrichment activities) to provide differentiated learning experiences to accommodate developmental and individual needs of diverse learners and positively impact K-12 student learning. (CAEP 1.1, InTASC 6, TGR 3, TIAI 8)	NA	1	2	3	4
monitor and adjust the classroom environment to enhance social relationships, individual motivation, and student learning outcomes. (CAEP 1.1, InTASC 3, TGR 5, TIAI 20)	NA	1	2	3	4
use a variety of strategies to effectively manage student behavior to create and maintain a classroom climate of fairness, safety, respect, and support for all students. (CAEP 1.1, InTASC 3, TGR 7, TIAI 23)	NA	1	2	3	4

Content
The teacher was prepared to:	NA	Strongly Disagree	Disagree	Agree	Strongly Agree
demonstrate in-depth knowledge of content for the subject(s) taught. (CAEP 1.1, InTASC 4, TGR 4, TIAI 14)	NA	1	2	3	4
integrate core content knowledge from other subject areas in lessons. (CAEP 1.1, InTASC 4, TGR 4, TIAI 3)	NA	1	2	3	4
use higher-order questioning to engage students in analytical, creative, and critical thinking, providing opportunities for students to apply these skills in problem solving and critical thinking activities. (CAEP 1.1, InTASC 5, TGR 4, TIAI 17)	NA	1	2	3	4

Instructional Practices
The teacher was prepared to:	NA	Strongly Disagree	Disagree	Agree	Strongly Agree
select developmentally appropriate, performance-based objectives that connect core content knowledge for lessons based on State and National Standards. (CAEP 1.1, InTASC 7, TGR 1, TIAI 1)	NA	1	2	3	4
plan lessons based on rigorous standards and best practices in the use of innovative and interesting methodologies, a variety of relevant teaching materials and current technology. (CAEP 1.1, InTASC 8, TGR 2, TIAI 4, ISTE 1,4)	NA	1	2	3	4
use a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry, interactive learning, simulation, etc.) to enhance student learning outcomes. (CAEP 1.1, InTASC 8, TGR 4, TIAI 15)	NA	1	2	3	4
use available technology to design, implement, and assess learning experiences to engage students, improve learning, and enrich professional practice. (CAEP 1.5, InTASC 7, TGR 6, TIAI 6, ISTE 5,6,7)	NA	1	2	3	4
elicit student input during lessons and allow sufficient wait time for students to expand and support their responses, making adjustments to lessons according to student input, cues, and individual/group responses. (CAEP 1.1, InTASC 8, TGR 4, TIAI 18)	NA	1	2	3	4
incorporate a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales, rubrics, remediation and enrichment activities) to differentiate learning experiences that accommodate individual differences in developmental and/or educational needs. (CAEP 1.1, InTASC 6, TGR 3, TIAI 5)	NA	1	2	3	4
prepare appropriate assessments (e.g., pre/post assessments, quizzes, unit tests, rubrics, and/or checklists) based on core content knowledge to effectively evaluate learner progress. (CAEP 1.2, InTASC 6, TGR 3, TIAI 7)	NA	1	2	3	4
provide an inclusion classroom setting that addresses the full spectrum of student needs (severe learning disabilities to gifted). (CAEP 1.1, InTASC 3, TGR 5, TIAI 13)	NA	1	2	3	4

Professional Responsibility
The teacher was prepared to:	NA	Strongly Disagree	Disagree	Agree	Strongly Agree
establish opportunities for communication with parents and/or guardians, professional colleagues, and community members (newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.) to enhance resources, learning, and the learning environment. (CAEP 1.1, InTASC 10, TGR 9, TIAI 25)	NA	1	2	3	4
demonstrate a spirit of inquiry and appreciation for research that promotes continuous improvement in abilities to increase student learning outcomes. (CAEP 1.1, InTASC 9, TGR 8)	NA	1	2	3	4
recognize the importance of the Mississippi Educator Code of Ethical Conduct, professional dispositions, and influence as an adult role model for students. (CAEP 1.1, InTASC 9, TGR 8)	NA	1	2	3	4

Comments: Please consider adding any information that may help to improve the educator preparation program this teacher completed. Your input is vital and certainly appreciated.