After completing student teaching, selected students are asked to complete a self-assessment of the degree to which they met professional sequence objectives. Graduates who are completing a program specific follow-up survey are also asked to complete the Professional Sequence survey.

The overall survey results indicate that students feel positively about their teacher preparatory experience. Thirteen of the 29 survey items exceeded 4.50. Areas of particular strength (mean scores exceeding 4.50) are as follows:

• Take into account the development levels of students as I plan lessons (4.54)
• Create a healthy learning environment for students (4.72).
• Plan learning activities clearly related to lesson goals (4.66)
• Use teaching methods related to lesson goals (4.68)
• Use teaching methods related to learner needs (4.57)
• Use available instructional resources (4.68)
• Teach appropriate content information in each of my subject matter areas (4.54)
• Use bias free interpersonal skills with all students (4.59)
• Communicate effectively with my students (4.79)
• Communicate effectively with my peers (4.61)
• Communicate effectively with my supervisors (4.50)
• Make decisions using professional ethical standards as a guide (4.72)
• Quality of the educational (COE) advising (4.54)

The following five survey items yielded means of less than 4.30:

• Provide appropriate individualization of instruction for special needs students (4.21)
• Use taxonomies of learning in teaching (4.25)
• Seek and find instructional plans and resources using a variety of libraries (4.28)
• Communicate with colleagues via internet (3.64)
• Quality of academic (general studies) advising (4.28)

The PTE Department is committed to continuous improvement. The student survey is one key source for identifying improvement goals. For example, the Department has put more emphasis on technology training in all classes. The College is reviewing advising of Teacher Education students on both elementary and secondary programs.

Generally, the student teaching surveys continued to express satisfaction with the training in not only professional sequence sources, but also with the specialized training in their endorsed area/areas.

In reaction to the above, the department initiated an elective course in technology and requested a staff position in instructional technology to assist the Coordinator of Instructional Technology, allowing him to spend more time with curriculum development. This position was approved September, 1996, and a search was initiated.

The Center for Cultural Diversity (newly created) was to be consulted for assistance in diversity training for students in the teacher education program, especially with how best to incorporate such instruction in existing courses.

The department acknowledged that coordination among the various secondary methods courses was difficult to govern. The chair of the department continued to meet with the methods instructors in attempts to coordinate the efforts. In response to this, a request was made to allocate part of a position to improve the coordination.
PTE 300 syllabus was reviewed to determine the amount of coverage allocated to taxonomy levels of learning.

Areas in which students expressed complete confidence in their knowledge and abilities include: 1) ability to be open, honest, and caring and 2) modeling positive self-concept.

Areas in which students indicated they need improvement include: 1) knowledge about law and policy regarding exceptional children, and 2) knowledge and skills that apply to taxonomies of knowledge in cognitive, affective, and psychomotor domains.