Skip to main content

Satisfaction of Employers (CAEP Components 4.2/A.4.1)

Administrator/Teacher Mentor Survey

This survey is designed to measure how well educator preparation programs are preparing teachers for the classroom. It is administered by the Oklahoma Office of Educational Quality and Accountability (EQA). The following responses are for teachers prepared by Oklahoma City University’s Teacher Education Program. Their administrators and mentors rated the teachers using this scale:

1: Strongly Disgree
2: Disagree
3: Somewhat Disagree
4: Somewhat Agree
5: Agree
6: Strongly Agree

OKCU Administrator/Mentor Teacher Scores 2016-2017
Prompt

Average of OKCU Prepared Teachers

1.The teacher understands how learners grow and develop.6.0
2.The teacher recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.5.75
3.The teacher designs and implements developmentally appropriate and challenging learning experiences.5.50
4.The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.5.50
5.The teacher works with others to create environments that support individual and collaborative learning.5.75
6.The teacher encourages positive social interaction, active engagement in learning, and self-motivation.5.75
7.The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.5.75
8.The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.5.75
9.The teacher understands how to connect concepts to each other and to authentic local and global issues.5.25
10.The teacher knows how to use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.5.00
11.The teacher understands and uses multiple methods of assessment to engage learners in their own growth and guide learners’ decision making.4.75
12.The teacher understands and uses multiple methods of assessment to monitor learner progress and to guide his/her decision making.5.00
13.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy.4.75
14.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of learners and the community context.5.25
15.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.5.0
16.The teacher integrates technology effectively and appropriately into instruction.5.0
17.The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community).5.50
18.The teacher engages in ongoing professional learning and uses evidence to continually adapt practice to meet the needs of each learner.5.75
19.The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning.5.50
20.The teacher seeks appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.5.50
21.The teacher seeks appropriate leadership roles and opportunities to advance the profession.5.50