(This would be on the web as planned. It would not be part of the portfolio but is only placed here to show relationships.)
As a recent graduate of one of UNI's Department of Curriculum and Instruction graduate programs, you can help us to improve the quality of these programs by completing and returning the following survey. We ask that you complete the survey and then mail us the bubble sheet with your responses. Your identity will be anonymous, though we do ask that you tell us which graduate program you were in. We appreciate your time and honest responses.
Please be careful to match the item numbers on the survey to the appropriate lines on the bubble sheet.
Demographic Information
Please indicate which of the following applies to your current position. Mark A for any item that applies to you and leave the other items blank.
1. I am currently teaching in a self-contained elementary classroom.
2. I am currently teaching in a departmentalized elementary classroom.
3. I am currently teaching in a middle school/junior high school.
4. I am currently teaching in a high school.
5. I am currently teaching in a special classroom such as Special Education, Title I, or Reading Recovery.
6. I am currently in an administrative, supervisory, or staff development position.
7. I am currently teaching in a post-secondary position.
8. I am not currently working in an education position.
From which of these Curriculum and Instruction programs did you receive your graduate degree? Please mark A for your program and leave the other items blank.
9. Elementary Education
10. Middle Level Education
11. Educational Technology
12. Communications and Training Technology
13. Gifted Education
14. School Library Media Studies
15. Reading Education
16. Elementary Reading/Language Arts
17. Secondary Reading
18. Doctoral Degree, Curriculum and Instruction Intensive Study Area
Learning Outcome Survey Items
Instructions: The following items list the outcomes we hope our graduate students attain as a result of their participation in our programs. Please rank each of the following items to indicate how well your graduate expereince at UNI prepared you for your current teaching position and/or how well the program satisfied your learning goals and needs. Use the following rubric to mark the items:
Ranking of: 1 2 3 4 5
Indicates: Not at all Somewhat Adequate Good Excellent
1. COLLABORATION, ETHICS AND RELATIONSHIPS: The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.
19. Partnerships: Fosters relationships with school colleagues, parents, and/or agencies in the larger community to support students' learning and well-being.
2. COMMUNICATION: The practitioner uses knowledge of effective verbal, nonverbal and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
20. Communication: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active student inquiry, collaboration, and supportive interaction in the classroom.
3. FOUNDATIONS, REFLECTION AND PROFESSIONAL DEVELOPMENT: The practitioner continually evaluates the effects of the practitioner's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
21. Professional Commitment and Responsibility: Is a reflective professional who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals.
22. Learning Community: Is a member of eduction-related learning communities, either formal or informal, and seeks to nurture her or his own professional growth, as well as the well-being of the profession, through active involvement in these groups.
23. Mentorship: Seeks to nurture other professionals through the modeling of effecftive and reflective practices, collaboration, and counsel.
24. Interpretation of Pedagogical Research: Able to critique educational research and judge its merits or demerits on the basis of sound epistimological criteria.
25. Philsophical Stance: Able to synthesize views from across a spectrum of theories and research studies to shape a personal belief system about teaching and learning.
4. CONTENT/SUBJECT MATTER SPECIALIZATION: The practitioner understands the central concepts, tools of inquiry and structure of the discipline(s); the practitioner teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
26. Currency of Subject Matter Knowledge: Continuously updates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
27. Currency of Pedagogical Knowledge: Continuously updates knowledge of best teaching practices through wide reading of professional literature and other means.
28. Production: Current knowledge of subject matter and pedagogy results in the production of knowledge for other professionals through publication, presentations, or more informal sharing.
5. INSTRUCTIONAL PLANNING: The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and state curriculum models.
29. Instructional Planning: Plans instruction based on best and most current knowledge of subject matter and pedagogy, assessed developmental needs and interests of students, community standards, and curriculum goals.
6. STUDENT LEARNING: The practitioner understands how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.
30. Knowledge of Human Development and Learning: Understands how children learn and develop.
7. DIVERSE LEARNERS: The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
31. Flexibility: Adjusts teaching practices and uses multiple teaching strategies based on individual needs and differences, and to encourage critical thinking, problem solving, and performance skills.
8. INSTRUCTIONAL STRATEGIES: The practitioner understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
32. Reflective Practice: Able to analyze her/his teaching performance and apply research on best practices to improve student learning.
9. LEARNING ENVIRONMENT/CLASSROOM MANAGEMENT: The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
33. Learning Environment: Creates a learning environment that encourages active engagement with learning, positive social interaction and collaboration, and self-motivation.
10. COMPUTER APPLICATION: The practitioner understands and uses a variety of computer applications to encourage students' development of critical thinking, problem solving, and performance skills.
34. Technology Application: Understands and uses a variety of technological tools to enourage development of critical thinking, problem solving, and performance skills.
11. ASSESSMENT: The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social and physical development of the learner.
35. Assessment of Student Learning: Understands and uses direct and indirect assessment appropriately to ensure continuous intellectual, social, and physical development of the student.
Program Specific Items
** ADD ITEMS FOR SPECIFIC PROGRAMS HERE,
AS DESIRED BY DIVISION FACULTY.