The purpose of the entry survey is to collect demographic data and information on prior education, interests and motivators for teaching, and employment goals for prospective/entering teacher candidates. The survey is often students’ initial experience with NExT, so it includes an introduction to the initiative and describes the purposes for which data are being collected. The survey is designed to be administered to new students in teacher preparation programs within the first semester after being admitted.
The purpose of the exit survey is to identify learning opportunities and practices candidates believe are effective teacher preparation strategies. The exit survey is designed to gather candidate’s perspectives on their teacher preparation programs as they leave their institution of higher education and prepare to enter the teaching profession. The survey is administered to teacher candidates during their last semester at the university, often at the end of their student teaching experiences. Students who are on track to graduate during the summer should complete the survey toward the end of the spring semester and should be included in the spring semester data submission.
Transition to Teaching Survey
The purpose of the Transition to Teaching Survey (TTS) is to follow up with teacher education graduates to determine their employment status, the steps they took to determine their employment status, the steps they took to obtain teaching positions, the extent to which they feel prepared for teaching positions, and the extent to which they feel prepared for teaching responsibilities. If the graduate is a part-time or full-time teacher, the survey assesses what she/he knows and is able to do after a year in the classroom. Survey responses allow teacher preparation programs to develop a better understanding of their graduates’ assessments of the quality of their teacher education programs.
The survey aligns with the Minnesota Standards of Effective Practice for Teachers (MNSEPT) and the Interstate Teacher Assessment and Support Consortium (InTASC) standards and is administered approximately one year after candidates complete their teacher education programs. The TTS is also an important source of information for the supervisor survey because it asks each novice teacher to identify her/his school of employment and school address as well as her/his supervisor’s name and email address.
The supervisor survey was designed to gain supervisors’ perspectives of first-year teachers’ readiness for the teaching profession. The survey asks supervisors the quality of graduates’ instructional practices, abilities to work with diverse learners, abilities to establish positive classroom environment, and levels of professionalism. The survey is administered to direct supervisors of teacher preparation graduates employed in schools approximately one year after the teachers completed their preparation programs. The questions on the supervisor survey are closely aligned with those on the TTS facilitate comparisons between the perspectives of novice teachers and their supervisors.
Dr. Stacy Duffield
North Dakota State University
Dr. Mark Baron
University of South Dakota