Science TEP completers (2014-2016) nearly always meet program standards in capacity to work with “demonstrating other practitioners to improve (Item 12, Table 32.A, and Item 13, Table 32.B) and in their to continually teaching” “capacity evaluate how choices and actions affect students and others in [their] learning (Items 14, Table 33.A) by their community” university student teaching supervisors and host teachers (Table 6.1, above). Table 6.2: Administrator evaluation of professional learning and ethical practice 1st Year Administrator Survey Measures (% frequent or consistent) Item Item Item 9.1 Item 9.2 Item 9. Item 9.4 10.1 10.2 (Table (Table 3 (Table (Table (Table (Table Endorsement 34) 34) 34) 34) 35) 35) Science (14-15) 100 100 100 100 85.7 100 Science (15-16) 100 100 87.5* 100 100 100 *percentages for each category did not add to 100% in the data reported to UNL Administrators report first year teachers either frequently or consistently: engage in ongoing professional development (Item 9.1, Table 34); model ethical professional practice (Item 9.2, Table 34) and professional dispositions (Item 9.4, Table 34); evaluate their own teaching practices and the effects on student learning (Item 9.3, Table 34); seek opportunities to take responsibility for student learning (Item 10.1, Table 35); and seek opportunities to work with students, families, and colleagues to ensure student growth (Item 10.2, Table 35). Table 6.3: First year teacher confidence in parental communication and professional growth 1st Year First Year Survey Measures (% agree or strongly agree) Endorsement Item 12 (Table 36) Item 15 (Table 37) Science (14-15) 57% 100% Science (15-16) 83% 89.5%
Science TEP completers (2014-2016) nearly always meet program standards in “demonstrating capacity to work with other practitioners to improve teaching” (Item 12, Table 32.A, and Item 13, Table 32.B) and in their “capacity to continually evaluate how choices and actions affect students and others in [their] learning community” (Items 14, Table 33.A) by their university student teaching supervisors and host teachers (Table 6.1, above). Table 6.2: Administrator evaluation of professional learning and ethical practice Endorsement 1st Year Administrator Survey Measures (% frequent or consistent) Item 9.1 (Table 34) Item 9.2 (Table 34) Item 9. 3 (Table 34) Item 9.4 (Table 34) Item 10.1 (Table 35) Item 10.2 (Table 35) Science (14-15) 100 100 100 100 85.7 100 Science (15-16) 100 100 87.5* 100 100 100 *percentages for each category did not add to 100% in the data reported to UNL Administrators report first year teachers either frequently or consistently: engage in ongoing professional development (Item 9.1, Table 34); model ethical professional practice (Item 9.2, Table 34) and professional dispositions (Item 9.4, Table 34); evaluate their own teaching practices and the effects on student learning (Item 9.3, Table 34); seek opportunities to take responsibility for student learning (Item 10.1, Table 35); and seek opportunities to work with students, families, and colleagues to ensure student growth (Item 10.2, Table 35). Table 6.3: First year teacher confidence in parental communication and professional growth Endorsement 1st Year First Year Survey Measures (% agree or strongly agree) Item 12 (Table 36) Item 15 (Table 37) Science (14-15) 57% 100% Science (15-16) 83% 89.5%