University of South Florida College of Education Final Internship Evaluation 2005 2006 Submitted by: Kristine Y. Hogarty August 2006
Table of Contents Introduction... 3 Sample... 3 Results... 4 Average Competence on 12 Accomplished Practices... 5 Demonstrating Accomplished Practices... 6 Item Level Analysis... 6 List of Tables Table 1 Frequency of Alumni Respondents by Program and Degree Level... 4 Table 2 Average Competence on 12 Accomplished Practices (US)... 5 Table 3 Average Competence on 12 Accomplished Practices (CT)... 6 Table 4 Estimates of Internal Consistency: Cronbach s Alpha... 9 Table 5 Relationships among Accomplished Practices: US... 10 Table 6 Relationships among Accomplished Practices: CT... 11 List of Appendices Appendix A Accomplished Practices by degree level and rater... 12 Appendix B Item Level Frequencies by degree level and rater... 16
3 Introduction As part of a continuous effort to monitor student progress, the College of Education at the University of South Florida evaluates the performance of the students in their teacher preparation programs. One of the instruments currently utilized employs a series of questions designed to provide University Supervisors (US) and Cooperating Teachers (CT) an opportunity to evaluate students performance during their final internship. Respondents provide ratings to 63 items (categorized within the Preprofessional Accomplished Practices) according to a five point rubric with 5= demonstration of Accomplished Practices at a level exceeding that expected of a beginning teacher; 4= proficient demonstration of Accomplished Practice at a level expected of a beginning teacher; 3=demonstration of the behavior at a level expected of a beginning teacher, although not consistent yet over time; 2=demonstration of Accomplished Practice inconsistently and at a level less than expected of a beginning teacher (more improvement is needed) and 1=unsuccessful demonstration of Accomplished Practice. Two additional options are provided: a response of NA is suggested when the rater has been unable to observe or review documentation that shows evidence of a particular behavior, and an option of NR is given when the item is not relevant for the intern s situation or school context. The information provided in this report is based on feedback from both the University Supervisors and Cooperating Teachers. Sample For the final intern evaluation survey administered during the 2005 2006 academic year, the University Supervisors provided evaluations for 440 interns; and Cooperating Teachers provided 460 evaluations. Data were available for a host of teacher preparation programs. The frequency of response by program is provided in Table 1. Within these programs, more than 85% of the interns were seeking a bachelor s degree, with the remaining interns seeking a Master s degree.
4 Table 1 Frequency of Respondents by Program University Supervisors (US) Cooperating Teachers (CT) PROGRAM Frequency Percent Frequency Percent Business Education 2 0.43 Chemistry 1 0.23 1 0.22 Early Childhood 11 2.5 10 2.17 Elementary 275 62.5 288 62.61 English 31 7.05 22 4.78 Exceptional Student 8 1.74 Foreign Language 7 1.59 4 0.87 Geography 1 0.23 Math 14 3.18 11 2.39 Music 19 4.32 18 3.91 Physical Education 19 4.32 19 4.13 Reading 3 0.68 2 0.43 Science 6 1.36 6 1.3 Social Science 46 10.45 38 8.26 Special Education 2 0.45 1 0.22 Technical Education 2 0.45 2 0.43 Varying Exceptionalities 3 0.68 28 6.09 Results Of vast importance to key stakeholders is the ability of our graduates to demonstrate an acceptable level of performance. To provide a broad overview of the quality of interns performance, survey responses were initially aggregated and examined at the college level. The questions contained within each section of the final internship evaluation form are related to a Pre Professional Level of a Florida Accomplished Practice (AP) and domains from the Florida Performance Measurement System (FPMS). Each Accomplished Practice is represented by a group of items, ranging from four items representing Diversity, the Role of the teacher and Technology to nine items representing Planning.
5 Average Competence on 12 Accomplished Practices To provide a more informative profile of the interns performance, responses from University Supervisors and Cooperating Teachers were summed within each section, and averaged to compute a mean composite score for each accomplished practice. The means and standard deviations by level of degree (i.e., Bachelor s or Master s) are provided in Tables 2 and 3. On average, the ratings were overwhelmingly positive, ranging from 4.40 to 4.90, suggesting that interns demonstrated proficiency for all of Accomplished Practice at a level expected of a beginning teacher. The rating provided by both the University Supervisors and Cooperating teachers appeared relatively consistent for this cohort of interns. These results reflect favorably on the quality of our interns and their performance in the field. Table 2 Average Competence on 12 Accomplished Practices University Supervisor Bachelor s Level Master s Level Mean SD Mean SD Assessment 4.38 0.52 4.40 0.49 Communication 4.64 0.47 4.64 0.45 Continuous Improvement 4.55 0.46 4.58 0.46 Critical Thinking 4.42 0.55 4.52 0.50 Diversity 4.51 0.48 4.60 0.51 Ethics 4.79 0.39 4.90 0.31 Human Development & Learning 4.53 0.50 4.66 0.46 Knowledge of Subject Matter 4.54 0.47 4.62 0.45 Learning Environment 4.54 0.48 4.59 0.47 Planning 4.51 0.48 4.57 0.47 Role of the Teacher 4.57 0.47 4.67 0.48 Technology 4.47 0.57 4.42 0.62
6 Table 3 Average Competence on 12 Accomplished Practices Cooperating Teacher Bachelor s Level Master s Level Mean SD Mean SD Assessment 4.37 0.55 4.49 0.55 Communication 4.56 0.51 4.64 0.54 Continuous Improvement 4.54 0.51 4.69 0.48 Critical Thinking 4.42 0.54 4.54 0.57 Diversity 4.54 0.50 4.63 0.54 Ethics 4.75 0.43 4.85 0.37 Human Development & Learning 4.50 0.51 4.65 0.53 Knowledge of Subject Matter 4.50 0.52 4.63 0.54 Learning Environment 4.50 0.53 4.60 0.53 Planning 4.47 0.52 4.63 0.53 Role of the Teacher 4.56 0.50 4.69 0.49 Technology 4.47 0.61 4.59 0.56 Demonstrating Accomplished Practices To further evaluate intern performance, those interns who received a mean rating of 3.0 or greater were classified as demonstrating the identified accomplished practice, and were distinguished from those receiving a rating less than 3.0. This dichotomy, demonstrated versus not demonstrated, allows us to take a broad look at the joint success of our teacher preparation programs and provides us with an overview of the level of performance of our interns. Not surprisingly, nearly all of the interns were rated as demonstrating the accomplished practice of interest. At the undergraduate level, only a single intern failed to demonstrate each of the accomplished practices. These results are presented in Appendix A. Item Level Analysis The results from this investigation clearly illustrate that our interns are well prepared to demonstrate the Accomplished Practices as part of their fieldwork experience. Currently, the items addressing demonstration of the Accomplished Practices are provided on a five point scale. It may be informative to examine areas in which our interns are consistently rated closer
7 to the midpoint of the scale versus closer to the higher end of the scale. For example, in which areas are our interns considered to demonstrate behavior at a level expected of a beginning teacher, although not consistent yet over time (a rating of 3)? Conversely, in what domains are our interns more likely to demonstrate the Accomplished Practices at a level exceeding that expected of a beginning teacher (and thus receive a rating of 5)? For these purposes, item level frequencies, by degree level and rater, are provided in Appendix B. University Supervisor If we examine the frequencies provided in Appendix B, we observe the overwhelming majority of ratings falling above the expected proficiently level (i.e., ratings of 4 or 5). More than 90% of the interns were rated highly with regard to their ability to Exhibit a sense of responsibility and dependability (94%), Demonstrate emotional balance and maturity (92%), Demonstrate professional concern for students (92%), Meet expectations regarding attendance, punctuality, and record keeping (91%), and Demonstrate enthusiasm and a positive attitude toward teaching (91%). For only two items: Using specific praise selectively and effectively (14%), and Seeking ways to provided students with hands on experiences using technology whenever possible (13%) do we see more than 10% of the interns rated as not yet consistent over time. Cooperating Teachers The ratings provided by Cooperating Teachers were also examined to determine the level of intern proficiency with respect to the Accomplished Practices (Appendix B). More than 80% of interns were rated very highly with respect to Demonstrating professional concern for students (92%), Exhibiting a sense of responsibility and dependability (89%), Demonstrating emotional balance and maturity (89%), Adhering to the Florida Code of Ethics, as well as school and county codes (87%), Demonstrating enthusiasm and a positive attitude towards teaching (86%), and Meeting expectations regarding attendance, punctuality, and record keeping (85%). High ratings were also provided for interns ability to Interact with students in a positive manner while focusing on learning (84%), Demonstrating professional care and concern about students rights and well being (83%), and Demonstrating professional concern for students (81%). However, the Cooperating Teachers noted more issues related to assessment, rating interns less than four in three specific areas: Developing and using assessments that sample a variety of cognitive levels, Involving students in self assessment activities, and Explaining how student readiness
8 and performance data were used to plan instruction (14%, 12%, 12%, respectively). Approximately 13% of the interns received a rating of inconsistent with respect to their ability to Manage student conduct effectively while maintaining academic focus, while 12% were rated in this manner regarding their ability to Maintain learning momentum: keeping students on task. Lastly, 11% of the interns were rated as not yet consistent with respect to Using higher level questions to challenge students thinking. Internal Consistency and Relationships among Accomplished Practices As stated earlier, composite measures were created by combining the individual indicators within each of the Accomplished Practices. To estimate the reliability of the scores obtained, a series of analyses was conducted and estimates of Cronbach alpha were obtained (see Table 4). Overall, the results of these analyses suggest that the Initial Teacher Preparation Alumni Survey is a relatively stable measure, with estimates of internal consistency ranging from.87 (US: Knowledge & Presentation of Subject Matter, CT: Role of the Teacher) to.94 (US: Technology, CT: Technology, CT: Ethics & Professionalism, and CT: Learning Environments). After estimates of internal consistency were examined, the relationships between the composite measures of the Accomplish Practices were computed (see Tables 5 & 6). The correlations among these subscales ranged from.40 to.88. Estimates of this magnitude suggest there are moderate to strong positive relationships among the Accomplished Practices examined in this survey. For example, the strongest relationship evidenced in the University Supervisors responses was between Human Development & Learning and Planning (r =.85). The weakest relationship for this group of respondents was observed between Ethics and Technology (r =.40). Similarly, for the Cooperating Teachers, the strongest relationship also emerged between Human Development & Learning and Planning (r =.88), and the weakest was evidenced between Ethics and Technology (r =.58). As we would expect, overall, these results suggest that the scores on each of the subscales (i.e. Accomplished Practices) are positively related.
9 Table 4 Estimated Internal Consistency for 12 Accomplished Practices: Cronbach s Alpha Accomplished Practice University Cooperating Supervisor Teacher 1. Assessment.91.90 2. Communication.90.91 3. Continuous Improvement.88.90 4. Critical Thinking.93.92 5. Diversity.89.91 6. Ethics & Professionalism.93.94 7. Human Development and Learning.88.89 8. Knowledge & Presentation of Subject Matter.87.91 9. Learning Environments.92.94 10. Planning.91.93 11. Role of the Teacher.88.87 12. Technology.94.94
10 Table 5 Relationships among Accomplished Practices: University Supervisor Accomplished Practice AP1 AP2 AP3 AP4 AP5 AP6 AP7 AP8 AP9 AP10 AP11 AP12 1. Assessment 2. Communication 3. Continuous Improvement 4. Critical Thinking 5. Diversity 6. Ethics 7. Human Development and Learning 8. Subject Matter Knowledge 9. Learning Environments 10. Planning 11. Role of the Teacher 12. Technology 1.00 0.71 1.00 0.79 0.76 1.00 0.79 0.76 0.79 1.00 0.73 0.66 0.75 0.70 1.00 0.59 0.61 0.67 0.61 0.59 1.00 0.79 0.73 0.80 0.79 0.76 0.66 1.00 0.77 0.81 0.80 0.82 0.76 0.60 0.81 1.00 0.76 0.77 0.81 0.77 0.73 0.62 0.75 0.82 1.00 0.80 0.75 0.82 0.84 0.78 0.64 0.85 0.83 0.78 1.00 0.69 0.69 0.73 0.68 0.71 0.69 0.73 0.72 0.71 0.74 1.00 0.61 0.51 0.61 0.63 0.63 0.40 0.60 0.62 0.58 0.63 0.56 1.00
11 Table 6 Relationships among Accomplished Practices: Cooperating Teacher Accomplished Practice AP1 AP2 AP3 AP4 AP5 AP6 AP7 AP8 AP9 AP10 AP11 AP12 1. Assessment 2. Communication 3. Continuous Improvement 4. Critical Thinking 5. Diversity 6. Ethics 7. Human Development and Learning 8. Subject Matter Knowledge 9. Learning Environments 10. Planning 11. Role of the Teacher 12. Technology 1.00 0.77 1.00 0.80 0.85 1.00 0.81 0.79 0.82 1.00 0.76 0.78 0.82 0.79 1.00 0.70 0.76 0.76 0.68 0.71 1.00 0.79 0.79 0.82 0.83 0.84 0.73 1.00 0.78 0.83 0.84 0.83 0.83 0.71 0.84 1.00 0.80 0.81 0.84 0.81 0.80 0.73 0.81 0.83 1.00 0.81 0.81 0.86 0.85 0.85 0.73 0.88 0.86 0.83 1.00 0.72 0.75 0.79 0.74 0.80 0.74 0.79 0.77 0.76 0.80 1.00 0.65 0.61 0.64 0.69 0.70 0.58 0.70 0.68 0.63 0.75 0.67 1.00
12 Appendix A Final Intern Evaluation: 2005-2006 -- Accomplished Practices Ratings by Program Programs: All Level:Undergraduate Rater: US --------------------------------------------------------------------------- Not Acceptable Acceptable Accomplished Practice Performance Performance ---------------------------------- ----------- ----------- 1. Assessment 0% 100% 0 372 2. Communication 0% 100% 0 373 3. Continuous Improvement 0% 100% 0 373 4. Critical Thinking 0% 100% 0 373 5. Diversity 0% 100% 0 373 6. Ethics 0% 100% 0 373 7. Human Development and Learning 0% 100% 0 373 8. Knowledge of Subject Matter 0% 100% 0 373 9. Learning Environments 0% 100% 0 372 10. Planning 0% 100% 0 372 11. Role of the Teacher 0% 100% 0 372 12. Technology 0% 100% 0 371 ----------------------------------------------------------------------------
13 Final Intern Evaluation: 2005-2006 -- Accomplished Practices Ratings by Program Programs: All Level:Undergraduate Rater: CT --------------------------------------------------------------------------- Not Acceptable Acceptable Accomplished Practice Performance Performance ---------------------------------- ----------- ----------- 1. Assessment 0% 100% 0 387 2. Communication 0% 100% 0 387 3. Continuous Improvement 0% 100% 0 387 4. Critical Thinking 0% 100% 0 387 5. Diversity 0% 100% 0 387 6. Ethics 0% 100% 0 387 7. Human Development and Learning 0% 100% 0 387 8. Knowledge of Subject Matter 0% 100% 0 387 9. Learning Environments 0% 100% 0 386 10. Planning 0% 100% 0 386 11. Role of the Teacher 0% 100% 1 385 12. Technology 0% 100% 0 385 ----------------------------------------------------------------------------
14 Final Intern Evaluation: 2005-2006 -- Accomplished Practices Ratings by Program Programs: All Level:Graduate Rater: US --------------------------------------------------------------------------- Not Acceptable Acceptable Accomplished Practice Performance Performance ---------------------------------- ----------- ----------- 1. Assessment 0% 100% 0 64 2. Communication 0% 100% 0 64 3. Continuous Improvement 0% 100% 0 64 4. Critical Thinking 0% 100% 0 64 5. Diversity 0% 100% 0 64 6. Ethics 0% 100% 0 64 7. Human Development and Learning 0% 100% 0 64 8. Knowledge of Subject Matter 0% 100% 0 64 9. Learning Environments 0% 100% 0 64 10. Planning 0% 100% 0 64 11. Role of the Teacher 0% 100% 0 64 12. Technology 0% 100% 0 64 ----------------------------------------------------------------------------
15 Final Intern Evaluation: 2005-2006 -- Accomplished Practices Ratings by Program Programs: All Level:Graduate Rater: CT --------------------------------------------------------------------------- Not Acceptable Acceptable Accomplished Practice Performance Performance ---------------------------------- ----------- ----------- 1. Assessment 0% 100% 0 71 2. Communication 0% 100% 0 71 3. Continuous Improvement 0% 100% 0 71 4. Critical Thinking 0% 100% 0 71 5. Diversity 0% 100% 0 71 6. Ethics 0% 100% 0 71 7. Human Development and Learning 0% 100% 0 71 8. Knowledge of Subject Matter 0% 100% 0 71 9. Learning Environments 0% 100% 0 71 10. Planning 0% 100% 0 71 11. Role of the Teacher 0% 100% 0 70 12. Technology 0% 100% 0 68 ----------------------------------------------------------------------------
16 Appendix B Programs: All Level:Undergraduate Rater: US ASSESSMENT 1 2 3 4 5 1. Uses a variety of evaluation methods appropriate to the situation. 0% 0% 8% 46% 46% 0 0 29 170 172 2. Assesses individual and group performance. 0% 0% 5% 49% 47% 0 0 17 180 172 3. Involves students in self-assessment activities. 0% 0% 7% 53% 40% 0 0 25 196 147 4. Can explain how student readiness and performance data were used 0% 0% 8% 51% 41% to plan instruction. 0 0 29 185 150 5. Maintains accurate records to monitor student progress. 0% 0% 5% 40% 55% 0 0 18 144 196 6. Develops and uses assessments that sample a variety of 0% 0% 9% 51% 40% cognitive levels. 0 0 32 186 148 COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 4% 28% 68% and understandable manner, emphasizing important points. 0 0 14 105 253 2. Uses a variety of appropriate voice projection techniques. 0% 0% 6% 32% 62% 0 0 23 118 232 3. Communicates orally using appropriate grammar. 0% 0% 4% 23% 73% 0 0 16 85 270 4. Communicates in writing using appropriate grammar and spelling. 0% 0% 4% 26% 70% 0 0 13 97 258 5. Uses verbal and nonverbal skills to communicate interest and 0% 0% 4% 28% 67% enthusiasm. 0 0 16 106 251 CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 4% 29% 68% what doesn't, and ways to improve. 0 0 13 107 250 2. Independently seeks out feedback from students, parents and 0% 0% 6% 50% 44% other educational colleagues. 0 0 22 179 156 3. Develop short and long term goals related to self-improvement 0% 0% 6% 46% 48% as a professional. 0 0 21 170 179 4. Communicates and models high expectations for students. 0% 0% 2% 28% 70% 0 0 9 104 258 5. Encourages students to practice continuous improvement. 0% 0% 2% 31% 67% 0 0 8 114 249 CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 10% 49% 41% 0 0 36 183 153 2. Provides opportunities for critical and creative expression. 0% 0% 6% 40% 54% 0 0 24 147 201 3. Selects materials to foster critical and creative thinking 0% 0% 8% 39% 53% skills within content being taught. 0 0 30 144 197 4. Engages students in problem solving activities. 0% 0% 6% 39% 55% 0 0 23 145 203 5. Teaches cause and effect relationships, and helps students 0% 0% 8% 48% 44% make judgments based on evidence. 0 0 31 175 160
17 Programs: All Level:Undergraduate Rater: US DIVERSITY 1 2 3 4 5 1. Maintains or enhances a classroom environment that respects 0% 0% 3% 34% 63% social, cultural, linguistic and cognitive differences. 0 0 11 127 231 2. Models behaviors of acceptance, resolution, and mediation. 0% 0% 3% 34% 63% 0 0 11 125 236 3. Selects instructional materials that enhance students' 0% 0% 3% 51% 46% understanding of differences among people and viewpoints. 0 0 11 185 170 4. Implements lessons designed to accommodate students' 0% 0% 4% 51% 45% social, cultural, and linguistic needs. 0 0 14 188 167 ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 3% 17% 80% 0 1 10 63 297 2. Demonstrates emotional balance and maturity. 0% 0% 2% 20% 78% 0 0 7 75 291 3. Demonstrates professional concern for students. 0% 0% 1% 17% 81% 0 0 4 65 303 4. Adheres to the Florida Code of Ethics, as well as school 0% 0% 1% 18% 81% and county codes. 0 0 3 66 303 5. Meets expectations regarding attendance, punctuality, and 0% 0% 4% 17% 78% record keeping. 0 1 16 65 290 6. Demonstrates enthusiasm and a positive attitude towards 0% 0% 2% 12% 86% teaching. 0 0 8 43 322 HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 5% 42% 53% and remediation. 0 0 19 158 196 2. Develops lessons reflecting an understanding of human 0% 0% 6% 48% 46% development and learning theories. 0 0 24 178 170 3. Uses multiple activities to engage and motivate student. 0% 0% 4% 28% 68% 0 0 15 103 255 4. Demonstrates concern for student's cognitive and affective 0% 0% 3% 34% 63% learning. 0 0 13 125 235 KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 4% 40% 56% applications in daily living. 0 0 14 147 208 2. Presents subject matter accurately. 0% 0% 3% 24% 72% 0 0 12 91 270 3. Demonstrates effective usage of current events and 0% 0% 7% 49% 44% other supplementary materials to teach content. 0 0 25 177 157 4. Provides clear definitions, examples and related concepts. 0% 0% 4% 35% 61% 0 0 16 129 228 5. Conducts beginning/ending reviews and guided practice. 0% 0% 6% 37% 57% 0 0 22 137 214
18 Programs: All Level:Undergraduate Rater: US LEARNING ENVIRONMENT 1 2 3 4 5 1. Establishes an active learning environment. 0% 0% 3% 27% 69% 0 0 12 102 257 2. Encourages student interaction (group activities, 0% 0% 5% 29% 66% cooperative learning, etc.). 0 0 17 106 244 3. Uses specific praise selectively and effectively. 0% 0% 9% 51% 41% 0 0 32 188 151 4. Manages student conduct effectively while maintaining 0% 0% 7% 39% 54% academic focus. 0 0 27 144 200 5. Uses a classroom management plan that helps set a 0% 0% 8% 35% 57% positive classroom environment conducive to learning. 0 0 31 129 212 6. Assists students in developing responsibility and 0% 0% 6% 41% 53% self-discipline. 0 0 23 153 196 7. Maintains learning momentum: keeps students on task. 0% 0% 6% 33% 61% 0 0 23 122 226 8. Interacts with students in a positive manner while 0% 0% 2% 21% 77% focusing on learning. 0 0 9 78 284 PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 2% 34% 64% Standards and subject area benchmarks. 0 0 9 126 236 2. Incorporates learning/study skills and/or test- 0% 0% 9% 47% 45% taking strategies. 0 0 31 167 159 3. Structures/sequences lessons to lead to desired 0% 0% 4% 31% 64% outcomes. 0 0 15 116 238 4. Collaborates with others to design learning 0% 0% 5% 38% 56% experiences that meet students' needs and interests 0 0 19 139 204 5. Selects and uses supplementary learning materials 0% 0% 7% 49% 44% appropriate to students' needs (ESE, ESOL). 0 0 26 174 157 6. Develops lessons that excite students about learning. 0% 0% 3% 28% 68% 0 0 12 105 254 7. Plans lessons designed to accommodate students' social 0% 0% 6% 43% 51% cultural, linguistic and cognitive needs. 0 0 21 158 190 ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 5% 46% 49% students' school experiences. 0 0 18 161 169 2. Communicates and cooperates with colleagues to improve 0% 0% 4% 35% 61% students' school experiences. 0 0 13 126 220 3. Demonstrates professional care and concern about 0% 0% 1% 27% 72% students' rights and well being. 0 0 4 100 267 4. Demonstrates interest and support for school related 0% 0% 2% 40% 58% extracurricular activities. 0 0 8 140 206
19 Programs: All Level:Undergraduate Rater: US TECHNOLOGY 1 2 3 4 5 1. Uses learning media, computer applications and other 0% 0% 7% 39% 54% technology to enhance instruction and management of 0 0 26 141 197 instruction. 2. When appropriate seeks assistance in using technology 0% 0% 7% 38% 55% in the classroom. 0 0 24 130 191 3. Seeks ways to provide students with hands-on experiences 0% 0% 8% 45% 47% using technology whenever possible. 0 0 28 154 164 4. Models proactive attitude toward the use of technology 0% 0% 6% 35% 60% in both school and world settings. 0 0 21 128 220
20 Programs: All Level:Undergraduate Rater: CT ASSESSMENT 1 2 3 4 5 1. Uses a variety of evaluation methods appropriate to the situation. 0% 0% 9% 40% 50% 0 0 36 155 192 2. Assesses individual and group performance. 0% 0% 6% 41% 53% 0 0 24 157 204 3. Involves students in self-assessment activities. 0% 0% 12% 49% 39% 0 0 45 184 147 4. Can explain how student readiness and performance data were used 0% 0% 12% 43% 45% to plan instruction. 0 0 46 161 169 5. Maintains accurate records to monitor student progress. 0% 0% 6% 36% 58% 0 0 24 138 221 6. Develops and uses assessments that sample a variety of 0% 0% 14% 43% 43% cognitive levels. 0 0 53 164 164 COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 6% 35% 59% and understandable manner, emphasizing important points. 0 0 22 137 228 2. Uses a variety of appropriate voice projection techniques. 0% 0% 9% 34% 56% 0 0 35 133 218 3. Communicates orally using appropriate grammar. 0% 0% 3% 30% 67% 0 0 12 117 258 4. Communicates in writing using appropriate grammar and spelling. 0% 0% 5% 33% 62% 0 0 19 126 238 5. Uses verbal and nonverbal skills to communicate interest and 0% 0% 6% 30% 64% enthusiasm. 0 0 23 115 249 CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 5% 24% 71% what doesn't, and ways to improve. 0 0 19 93 274 2. Independently seeks out feedback from students, parents and 0% 0% 9% 38% 52% other educational colleagues. 0 0 36 147 201 3. Develop short and long term goals related to self-improvement 0% 0% 8% 40% 52% as a professional. 0 0 30 153 199 4. Communicates and models high expectations for students. 0% 0% 4% 33% 63% 0 0 15 129 243 5. Encourages students to practice continuous improvement. 0% 0% 3% 33% 63% 0 0 13 129 245 CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 11% 46% 43% 0 0 41 178 167 2. Provides opportunities for critical and creative expression. 0% 0% 5% 44% 51% 0 0 19 170 197 3. Selects materials to foster critical and creative thinking 0% 0% 7% 42% 51% skills within content being taught. 0 0 26 163 197 4. Engages students in problem solving activities. 0% 0% 7% 39% 54% 0 0 26 152 208 5. Teaches cause and effect relationships, and helps students 0% 0% 8% 45% 47% make judgments based on evidence. 0 0 31 172 178
21 Programs: All Level:Undergraduate Rater: CT DIVERSITY 1 2 3 4 5 1. Maintains or enhances a classroom environment that respects 0% 0% 2% 35% 63% social, cultural, linguistic and cognitive differences. 0 0 9 136 242 2. Models behaviors of acceptance, resolution, and mediation. 0% 0% 4% 30% 66% 0 0 15 115 257 3. Selects instructional materials that enhance students' 0% 0% 5% 43% 52% understanding of differences among people and viewpoints. 0 0 19 162 198 4. Implements lessons designed to accommodate students' 0% 0% 5% 43% 52% social, cultural, and linguistic needs. 0 0 20 163 200 ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 3% 18% 79% 0 1 13 68 305 2. Demonstrates emotional balance and maturity. 0% 0% 3% 19% 78% 0 0 13 72 302 3. Demonstrates professional concern for students. 0% 0% 1% 18% 81% 0 0 5 69 313 4. Adheres to the Florida Code of Ethics, as well as school 0% 0% 2% 19% 79% and county codes. 0 0 6 74 307 5. Meets expectations regarding attendance, punctuality, and 0% 0% 6% 19% 75% record keeping. 0 0 22 75 290 6. Demonstrates enthusiasm and a positive attitude towards 0% 0% 3% 17% 80% teaching. 0 0 12 66 308 HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 5% 42% 53% and remediation. 0 0 19 162 204 2. Develops lessons reflecting an understanding of human 0% 0% 9% 46% 45% development and learning theories. 0 0 35 177 175 3. Uses multiple activities to engage and motivate student. 0% 0% 5% 31% 64% 0 0 19 121 247 4. Demonstrates concern for student's cognitive and affective 0% 0% 3% 37% 60% learning. 0 0 12 142 233 KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 5% 40% 55% applications in daily living. 0 0 19 153 214 2. Presents subject matter accurately. 0% 0% 4% 33% 63% 0 0 15 127 245 3. Demonstrates effective usage of current events and 0% 0% 8% 43% 49% other supplementary materials to teach content. 0 0 30 162 187 4. Provides clear definitions, examples and related concepts. 0% 0% 6% 37% 57% 0 0 23 144 220 5. Conducts beginning/ending reviews and guided practice. 0% 0% 7% 37% 55% 0 0 29 144 214
22 Programs: All Level:Undergraduate Rater: CT LEARNING ENVIRONMENT 1 2 3 4 5 1. Establishes an active learning environment. 0% 0% 4% 28% 68% 0 0 17 106 261 2. Encourages student interaction (group activities, 0% 0% 4% 25% 70% cooperative learning, etc.). 0 0 16 98 272 3. Uses specific praise selectively and effectively. 0% 0% 10% 40% 50% 0 0 38 156 192 4. Manages student conduct effectively while maintaining 0% 0% 13% 39% 48% academic focus. 0 0 51 151 183 5. Uses a classroom management plan that helps set a 0% 0% 10% 36% 54% positive classroom environment conducive to learning. 0 0 40 137 208 6. Assists students in developing responsibility and 0% 0% 8% 35% 57% self-discipline. 0 0 31 135 217 7. Maintains learning momentum: keeps students on task. 0% 0% 12% 40% 48% 0 0 47 153 186 8. Interacts with students in a positive manner while 0% 0% 4% 27% 69% focusing on learning. 0 0 14 105 266 PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 5% 34% 62% Standards and subject area benchmarks. 0 0 18 130 237 2. Incorporates learning/study skills and/or test- 0% 0% 10% 42% 48% taking strategies. 0 0 37 158 179 3. Structures/sequences lessons to lead to desired 0% 0% 6% 35% 59% outcomes. 0 0 23 134 227 4. Collaborates with others to design learning 0% 0% 8% 34% 58% experiences that meet students' needs and interests 0 0 30 130 224 5. Selects and uses supplementary learning materials 0% 0% 10% 48% 43% appropriate to students' needs (ESE, ESOL). 0 0 37 178 159 6. Develops lessons that excite students about learning. 0% 0% 6% 29% 64% 0 0 24 113 248 7. Plans lessons designed to accommodate students' social 0% 0% 7% 40% 53% cultural, linguistic and cognitive needs. 0 0 27 154 202 ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 7% 43% 50% students' school experiences. 1 0 27 159 184 2. Communicates and cooperates with colleagues to improve 0% 0% 5% 34% 61% students' school experiences. 0 0 18 132 236 3. Demonstrates professional care and concern about 0% 0% 2% 25% 73% students' rights and well being. 0 0 9 96 281 4. Demonstrates interest and support for school related 0% 0% 6% 31% 63% extracurricular activities. 0 0 24 114 235
23 Programs: All Level:Undergraduate Rater: CT TECHNOLOGY 1 2 3 4 5 1. Uses learning media, computer applications and other 0% 0% 8% 36% 56% technology to enhance instruction and management of 0 0 30 136 215 instruction. 2. When appropriate seeks assistance in using technology 0% 0% 8% 34% 58% in the classroom. 0 0 29 129 219 3. Seeks ways to provide students with hands-on experiences 0% 0% 8% 40% 52% using technology whenever possible. 0 1 28 145 188 4. Models proactive attitude toward the use of technology 0% 0% 8% 29% 63% in both school and world settings. 0 0 31 110 238
24 Programs: All Level:Graduate Rater: US ASSESSMENT 1 2 3 4 5 1. Uses a variety of evaluation methods appropriate to the situation. 0% 0% 3% 58% 39% 0 0 2 37 25 2. Assesses individual and group performance. 0% 0% 3% 44% 53% 0 0 2 28 34 3. Involves students in self-assessment activities. 0% 0% 6% 58% 36% 0 0 4 37 23 4. Can explain how student readiness and performance data were used 0% 0% 10% 48% 43% to plan instruction. 0 0 6 29 26 5. Maintains accurate records to monitor student progress. 0% 0% 2% 42% 56% 0 0 1 27 36 6. Develops and uses assessments that sample a variety of 0% 0% 6% 52% 42% cognitive levels. 0 0 4 33 27 COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 3% 31% 66% and understandable manner, emphasizing important points. 0 0 2 20 42 2. Uses a variety of appropriate voice projection techniques. 0% 0% 5% 38% 58% 0 0 3 24 37 3. Communicates orally using appropriate grammar. 0% 0% 2% 30% 69% 0 0 1 19 44 4. Communicates in writing using appropriate grammar and spelling. 0% 0% 3% 27% 70% 0 0 2 17 44 5. Uses verbal and nonverbal skills to communicate interest and 0% 0% 5% 22% 73% enthusiasm. 0 0 3 14 47 CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 2% 28% 70% what doesn't, and ways to improve. 0 0 1 18 45 2. Independently seeks out feedback from students, parents and 0% 0% 3% 48% 49% other educational colleagues. 0 0 2 29 30 3. Develop short and long term goals related to self-improvement 0% 0% 3% 42% 55% as a professional. 0 0 2 27 35 4. Communicates and models high expectations for students. 0% 0% 2% 30% 69% 0 0 1 19 44 5. Encourages students to practice continuous improvement. 0% 0% 3% 34% 63% 0 0 2 22 40 CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 6% 44% 49% 0 0 4 28 31 2. Provides opportunities for critical and creative expression. 0% 0% 5% 33% 62% 0 0 3 21 39 3. Selects materials to foster critical and creative thinking 0% 0% 2% 36% 63% skills within content being taught. 0 0 1 23 40 4. Engages students in problem solving activities. 0% 0% 6% 33% 61% 0 0 4 21 39 5. Teaches cause and effect relationships, and helps students 0% 0% 5% 48% 47% make judgments based on evidence. 0 0 3 31 30
25 Programs: All Level:Graduate Rater: US DIVERSITY 1 2 3 4 5 1. Maintains or enhances a classroom environment that respects 0% 0% 3% 31% 66% social, cultural, linguistic and cognitive differences. 0 0 2 20 42 2. Models behaviors of acceptance, resolution, and mediation. 0% 0% 2% 29% 70% 0 0 1 18 44 3. Selects instructional materials that enhance students' 0% 0% 5% 34% 61% understanding of differences among people and viewpoints. 0 0 3 22 39 4. Implements lessons designed to accommodate students' 0% 0% 5% 36% 59% social, cultural, and linguistic needs. 0 0 3 23 38 ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 2% 5% 94% 0 0 1 3 60 2. Demonstrates emotional balance and maturity. 0% 0% 2% 6% 92% 0 0 1 4 59 3. Demonstrates professional concern for students. 0% 0% 2% 6% 92% 0 0 1 4 59 4. Adheres to the Florida Code of Ethics, as well as school 0% 0% 2% 9% 89% and county codes. 0 0 1 6 57 5. Meets expectations regarding attendance, punctuality, and 0% 0% 2% 8% 91% record keeping. 0 0 1 5 58 6. Demonstrates enthusiasm and a positive attitude towards 0% 0% 2% 8% 91% teaching. 0 0 1 5 58 HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 3% 31% 66% and remediation. 0 0 2 20 42 2. Develops lessons reflecting an understanding of human 0% 0% 5% 36% 59% development and learning theories. 0 0 3 23 38 3. Uses multiple activities to engage and motivate student. 0% 0% 3% 22% 75% 0 0 2 14 48 4. Demonstrates concern for student's cognitive and affective 0% 0% 3% 19% 78% learning. 0 0 2 12 50 KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 3% 32% 65% applications in daily living. 0 0 2 20 41 2. Presents subject matter accurately. 0% 0% 2% 30% 69% 0 0 1 19 44 3. Demonstrates effective usage of current events and 0% 0% 3% 40% 57% other supplementary materials to teach content. 0 0 2 25 36 4. Provides clear definitions, examples and related concepts. 0% 0% 3% 25% 72% 0 0 2 16 46 5. Conducts beginning/ending reviews and guided practice. 0% 0% 2% 38% 60% 0 0 1 24 38
26 Programs: All Level:Graduate Rater: US LEARNING ENVIRONMENT 1 2 3 4 5 1. Establishes an active learning environment. 0% 0% 3% 19% 78% 0 0 2 12 49 2. Encourages student interaction (group activities, 0% 0% 3% 22% 75% cooperative learning, etc.). 0 0 2 14 48 3. Uses specific praise selectively and effectively. 0% 0% 14% 40% 46% 0 0 9 25 29 4. Manages student conduct effectively while maintaining 0% 0% 8% 28% 64% academic focus. 0 0 5 18 41 5. Uses a classroom management plan that helps set a 0% 0% 6% 36% 58% positive classroom environment conducive to learning. 0 0 4 23 37 6. Assists students in developing responsibility and 0% 0% 3% 41% 56% self-discipline. 0 0 2 26 36 7. Maintains learning momentum: keeps students on task. 0% 0% 3% 36% 61% 0 0 2 23 39 8. Interacts with students in a positive manner while 0% 0% 3% 17% 80% focusing on learning. 0 0 2 11 51 PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 2% 28% 70% Standards and subject area benchmarks. 0 0 1 18 45 2. Incorporates learning/study skills and/or test- 0% 0% 3% 41% 56% taking strategies. 0 0 2 26 35 3. Structures/sequences lessons to lead to desired 0% 0% 3% 34% 63% outcomes. 0 0 2 22 40 4. Collaborates with others to design learning 0% 0% 2% 38% 60% experiences that meet students' needs and interests 0 0 1 24 38 5. Selects and uses supplementary learning materials 0% 0% 5% 44% 51% appropriate to students' needs (ESE, ESOL). 0 0 3 26 30 6. Develops lessons that excite students about learning. 0% 0% 5% 31% 64% 0 0 3 20 41 7. Plans lessons designed to accommodate students' social 0% 0% 6% 33% 61% cultural, linguistic and cognitive needs. 0 0 4 21 39 ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 5% 26% 69% students' school experiences. 0 0 3 16 43 2. Communicates and cooperates with colleagues to improve 0% 0% 2% 27% 72% students' school experiences. 0 0 1 17 46 3. Demonstrates professional care and concern about 0% 0% 3% 16% 81% students' rights and well being. 0 0 2 10 52 4. Demonstrates interest and support for school related 0% 0% 5% 32% 63% extracurricular activities. 0 0 3 19 38
27 Programs: All Level:Graduate Rater: US TECHNOLOGY 1 2 3 4 5 1. Uses learning media, computer applications and other 0% 0% 9% 41% 50% technology to enhance instruction and management of 0 0 6 26 32 instruction. 2. When appropriate seeks assistance in using technology 0% 0% 7% 40% 53% in the classroom. 0 0 4 23 31 3. Seeks ways to provide students with hands-on experiences 0% 0% 13% 41% 47% using technology whenever possible. 0 0 8 26 30 4. Models proactive attitude toward the use of technology 0% 0% 9% 36% 55% in both school and world settings. 0 0 6 23 35
28 Programs: All Level:Graduate Rater: CT ASSESSMENT 1 2 3 4 5 1. Uses a variety of evaluation methods appropriate to the situation. 0% 0% 6% 39% 55% 0 0 4 28 39 2. Assesses individual and group performance. 0% 0% 4% 31% 65% 0 0 3 22 46 3. Involves students in self-assessment activities. 0% 0% 10% 49% 41% 0 0 7 34 29 4. Can explain how student readiness and performance data were used 0% 0% 7% 36% 57% to plan instruction. 0 0 5 25 39 5. Maintains accurate records to monitor student progress. 0% 0% 6% 31% 63% 0 0 4 22 45 6. Develops and uses assessments that sample a variety of 0% 0% 8% 37% 55% cognitive levels. 0 0 6 26 39 COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 8% 23% 69% and understandable manner, emphasizing important points. 0 0 6 16 49 2. Uses a variety of appropriate voice projection techniques. 0% 0% 7% 30% 63% 0 0 5 21 45 3. Communicates orally using appropriate grammar. 0% 0% 6% 18% 76% 0 0 4 13 54 4. Communicates in writing using appropriate grammar and spelling. 0% 0% 7% 19% 74% 0 0 5 13 51 5. Uses verbal and nonverbal skills to communicate interest and 0% 0% 8% 18% 73% enthusiasm. 0 0 6 13 52 CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 3% 17% 80% what doesn't, and ways to improve. 0 0 2 12 57 2. Independently seeks out feedback from students, parents and 0% 0% 7% 24% 69% other educational colleagues. 0 0 5 17 49 3. Develop short and long term goals related to self-improvement 0% 0% 6% 29% 65% as a professional. 0 0 4 20 45 4. Communicates and models high expectations for students. 0% 0% 4% 17% 79% 0 0 3 12 56 5. Encourages students to practice continuous improvement. 0% 0% 4% 21% 75% 0 0 3 15 53 CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 7% 35% 58% 0 0 5 24 40 2. Provides opportunities for critical and creative expression. 0% 0% 9% 27% 64% 0 0 6 19 45 3. Selects materials to foster critical and creative thinking 0% 0% 7% 24% 69% skills within content being taught. 0 0 5 17 49 4. Engages students in problem solving activities. 0% 1% 6% 31% 62% 0 0 4 22 44 5. Teaches cause and effect relationships, and helps students 0% 0% 7% 38% 55% make judgments based on evidence. 0 0 5 27 39
29 Programs: All Level:Graduate Rater: CT DIVERSITY 1 2 3 4 5 1. Maintains or enhances a classroom environment that respects 0% 0% 6% 24% 70% social, cultural, linguistic and cognitive differences. 0 0 4 17 50 2. Models behaviors of acceptance, resolution, and mediation. 0% 0% 3% 19% 79% 0 0 2 13 55 3. Selects instructional materials that enhance students' 0% 0% 9% 26% 66% understanding of differences among people and viewpoints. 0 0 6 18 46 4. Implements lessons designed to accommodate students' 0% 0% 9% 27% 64% social, cultural, and linguistic needs. 0 0 6 19 45 ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 4% 7% 89% 0 0 3 5 63 2. Demonstrates emotional balance and maturity. 0% 0% 1% 10% 89% 0 0 1 7 63 3. Demonstrates professional concern for students. 0% 0% 1% 7% 92% 0 0 1 5 65 4. Adheres to the Florida Code of Ethics, as well as school 0% 0% 1% 11% 87% and county codes. 0 0 1 8 62 5. Meets expectations regarding attendance, punctuality, and 0% 0% 4% 10% 86% record keeping. 0 0 3 7 61 6. Demonstrates enthusiasm and a positive attitude towards 0% 0% 3% 11% 86% teaching. 0 0 2 8 61 HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 6% 21% 73% and remediation. 0 0 4 15 52 2. Develops lessons reflecting an understanding of human 0% 0% 8% 31% 61% development and learning theories. 0 0 6 22 43 3. Uses multiple activities to engage and motivate student. 0% 0% 6% 17% 77% 0 0 4 12 55 4. Demonstrates concern for student's cognitive and affective 0% 0% 6% 20% 75% learning. 0 0 4 14 53 KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 6% 24% 70% applications in daily living. 0 0 4 17 49 2. Presents subject matter accurately. 0% 0% 4% 21% 75% 0 0 3 15 53 3. Demonstrates effective usage of current events and 0% 0% 9% 25% 67% other supplementary materials to teach content. 0 0 6 17 46 4. Provides clear definitions, examples and related concepts. 0% 0% 7% 27% 66% 0 0 5 19 47 5. Conducts beginning/ending reviews and guided practice. 0% 0% 7% 25% 68% 0 0 5 18 48
30 Programs: All Level:Graduate Rater: CT LEARNING ENVIRONMENT 1 2 3 4 5 1. Establishes an active learning environment. 0% 0% 6% 17% 77% 0 0 4 12 53 2. Encourages student interaction (group activities, 0% 0% 6% 16% 79% cooperative learning, etc.). 0 0 4 11 55 3. Uses specific praise selectively and effectively. 0% 0% 6% 41% 53% 0 0 4 29 37 4. Manages student conduct effectively while maintaining 0% 0% 10% 32% 58% academic focus. 0 0 7 23 41 5. Uses a classroom management plan that helps set a 0% 0% 9% 27% 64% positive classroom environment conducive to learning. 0 0 6 19 45 6. Assists students in developing responsibility and 0% 0% 6% 36% 59% self-discipline. 0 0 4 25 41 7. Maintains learning momentum: keeps students on task. 0% 0% 10% 29% 61% 0 0 7 20 43 8. Interacts with students in a positive manner while 0% 0% 6% 10% 84% focusing on learning. 0 0 4 7 59 PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 6% 21% 73% Standards and subject area benchmarks. 0 0 4 15 51 2. Incorporates learning/study skills and/or test- 0% 0% 5% 29% 67% taking strategies. 0 0 3 19 44 3. Structures/sequences lessons to lead to desired 0% 0% 9% 19% 73% outcomes. 0 0 6 13 51 4. Collaborates with others to design learning 0% 0% 4% 25% 71% experiences that meet students' needs and interests 0 0 3 17 49 5. Selects and uses supplementary learning materials 0% 0% 7% 31% 62% appropriate to students' needs (ESE, ESOL). 0 0 5 21 42 6. Develops lessons that excite students about learning. 0% 0% 7% 19% 74% 0 0 5 13 52 7. Plans lessons designed to accommodate students' social 0% 0% 7% 23% 70% cultural, linguistic and cognitive needs. 0 0 5 16 49 ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 6% 23% 71% students' school experiences. 0 0 4 16 49 2. Communicates and cooperates with colleagues to improve 0% 0% 4% 20% 76% students' school experiences. 0 0 3 14 53 3. Demonstrates professional care and concern about 0% 0% 3% 14% 83% students' rights and well being. 0 0 2 10 58 4. Demonstrates interest and support for school related 0% 0% 9% 24% 68% extracurricular activities. 0 0 6 16 46
31 Programs: All Level:Graduate Rater: CT TECHNOLOGY 1 2 3 4 5 1. Uses learning media, computer applications and other 0% 0% 7% 27% 66% technology to enhance instruction and management of 0 0 5 18 44 instruction. 2. When appropriate seeks assistance in using technology 0% 0% 4% 30% 66% in the classroom. 0 0 3 20 44 3. Seeks ways to provide students with hands-on experiences 0% 0% 9% 30% 61% using technology whenever possible. 0 0 6 20 41 4. Models proactive attitude toward the use of technology 0% 0% 6% 25% 69% in both school and world settings. 0 0 4 17 47