ASSESSMENT OF WELLS COLLEGE EDUCATION PROGRAM

ASSESSMENT OF WELLS COLLEGE EDUCATION PROGRAM

Survey for Wells Education Program Completers

Name	Last First
Current school address (please Include street, city, state and ZIP)
Home address
Daytime phone
Evening phone
E-mail (work & home)

Are you currently teaching?
Current grade level you are teaching
School location (Please circle one)	Rural Suburban Urban
Are you teaching in your area of your certification?
Middle and High School - list the specific class (ex. 2 classes 9^th grade Global Studies, 3 classes 10^th grade American History
Current number of students (TOTAL)
Number of mainstreamed special education students in your class
Number of students for whom English is a second language
Number of students who are from diverse backgrounds (more specifically):
a) African American
b) Hispanic/Latino(a)
c) Native American
d) Asian
e) Other
Number of students who receive free/reduced price lunch in your class

FOR THE FOLLOWING ITEMS, PLEASE INDICATE HOW OFTEN YOU DO THESE THINGS IN YOUR CLASSROOM BY CIRCLING THE RESPONSE WHICH BEST DESCRIBES YOUR TEACHING. PLEASE NOTE - THIS SURVEY IS NOT AN EVALUATION OF YOUR TEACHING SKILLS. IT IS AN ASSESSMENT OF THE WELLS EDUCATION PROGRAM. THERE ARE NO "RIGHT" ANSWERS. PLEASE BE HONEST.

5=ALWAYS 4=FREQUENTLY 3=SOMETIMES 2=RARELY 1=NEVER NA=NOT APPLICABLE

1. Actively build community in the classroom through the use of team/class builders, class meetings, etc.	5 4 3 2 1 NA
2. Teach classroom expectations and procedures	5 4 3 2 1 NA
3. Provide clear criteria and models for performances, processes, and products	5 4 3 2 1 NA
4. Develop and use rubrics with students	5 4 3 2 1 NA
5. Give students specific feedback on how they are progressing	5 4 3 2 1 NA
6. Target the instructional activities to lesson objectives and unit outcomes	5 4 3 2 1 NA
7. Connect the content to real-life situations	5 4 3 2 1 NA
8. Connect the content across disciplines	5 4 3 2 1 NA
9. Engage students in higher order and/or multiple-level thinking during lessons	5 4 3 2 1 NA
10. Prior to beginning a lesson, determine what students already know with respect to the content of the lesson or activity	5 4 3 2 1 NA
11. Use a variety of methods to check students' understanding while teaching a lesson	5 4 3 2 1 NA
12. Evaluate students' learning using a variety of methods (e.g. written, oral, portfolio etc.)	5 4 3 2 1 NA
13. Include students in assessment through the use of self-assessment and reflection	5 4 3 2 1 NA
14. Use group work and/or cooperative learning techniques	5 4 3 2 1 NA
15. Vary and differentiate instruction to address differences in learning strengths or style	5 4 3 2 1 NA
16. Adapt content to include students who have learning challenges and disabilities	5 4 3 2 1 NA
17. Adapt content to include students for whom English is a second language	5 4 3 2 1 NA
18. Align instruction, assessment and curriculum with local, state and national standards	5 4 3 2 1 NA
19. Use technology to support instruction	5 4 3 2 1 NA
20. Communicate with and involve parents	5 4 3 2 1 NA

PLEASE CHOOSE THREE OF THE PRIOR STATEMENTS AND PROVIDE A QUICK EXAMPLE OF HOW YOU HAVE DONE THIS IN YOUR OWN CLASSROOM. For example, if you ALWAYS adapt content to include students with learning disabilities, please provide an example of how you do this.

a) QUESTION #____

Example: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b) QUESTION #____

c) QUESTION #____

FOR THE FOLLOWING ITEMS, PLEASE INDICATE YOUR LEVEL OF AGREEMENT IN EACH OF THESE AREAS BASED ON YOUR EXPERIENCE AT WELLS COLLEGE

Rate the Wells College Education Program on a scale of 1 to 5 - 1 being the least effective and 5 the most effective - based on how well you feel we prepared you to meet each standard.

Content Knowledge - The extent to which Wells prepared you in terms of developing the breadth and depth of subject matter knowledge to teach effectively

1 2 3 4 5

Preparation - The extent to which Wells prepared you to plan effective, standards-based lessons and classroom curriculum

1 2 3 4 5

Instructional Delivery - The extent to which Wells prepared you to provide effective, engaging instruction using a variety of strategies (cooperative learning, technology, etc.)

1 2 3 4 5

Classroom Management - The extent to which Wells prepared you to manage a classroom effectively

1 2 3 4 5

Knowledge/Appreciation of Student Development and Diversity - The extent to which Wells prepared you to address individual and diverse needs in the classroom

1 2 3 4 5

Student Assessment - The extent to which Wells prepared you to employ a range of assessment techniques based on appropriate learning standards

1 2 3 4 5

Collaboration - The extent to which Wells prepared you to work with colleagues, administrators, and parents in order to meet the learning needs of students

1 2 3 4 5

Professionalism - The extent to which Wells prepared you to fulfill your responsibilities in a professional manner

1 2 3 4 5

Reflection - The extent to which Wells prepared you to assess/discuss your instructional decisions and make adjustments as needed

1 2 3 4 5

PLEASE USE THE FOLLOWING SPACE TO HIGHLIGHT SOME OF THE STRENGTHS OF THE WELLS COLLEGE TEACHER EDUCATION PROGRAM IN TERMS OF YOUR EFFECTIVENESS AS A TEACHER.

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PLEASE USE THE FOLLOWING SPACE TO HIGHLIGHT SOME OF THE AREAS WHERE THE WELLS COLLEGE TEACHERS EDUCATION PROGRAM COULD BE IMPROVED IN ORDER TO HELP TEACHERS BE MORE EFFECTIVE.

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ADDITIONAL COMMENTS:

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R6-7-06