Middle Childhood Education Mentor Program Evaluation
2006 Teaching 2006 Intern
Item 2005 Mean 2007 Mean 2008 Mean
Associate Mean Mean
understand central concepts, inquiry,
and structures of the disciplines 4.44 4.28 4.39 4.34 4.36
he/she teaches
create meaningful learning
4.46 4.38 4.32 4.36 4.46
experiences
supervise learning tasks effectively 4.40 4.21 4.30 4.24 4.27
create an atmosphere conductive to
4.43 4.32 4.38 4.31 4.44
learning
plan lessons demonstrating
understanding of human development
4.42 4.27 4.27 4.32 4.28
and developmentally appropriate
curriculum
implement lessons demonstrating
4.37 4.33 4.32 4.25 4.21
understanding human development
plan and organize instruction to
accomodate differences in 4.29 4.06 4.08 4.20 4.07
developmental and individual needs
address and promote issues of
4.36 4.23 4.25 4.22 4.37
equality and diversity
demonstrate awareness of and
sensitivity to contemporary issues in 4.36 4.08 4.11 4.17 4.39
our society
incorporate social and global topics
4.26 4.00 4.03 4.20 4.02
when teaching
practice and employ an array of
teaching strategies for different 4.34 4.16 4.16 4.33 4.26
situations
engage their students in activities that
promote the development of problem 4.39 4.23 4.38 4.36 4.24
University of Cincinnati's solving and critical thinking skills
Pre-Service Teachers: engage their students in thinking and
4.44 4.26 4.32 4.34 4.33
problem solving
create a learning environment that
encourages positive social interaction,
4.45 4.42 4.50 4.39 4.52
active engagement, and self-
motivation
use knowledge of effective
communication, techniques to foster a
4.53 4.29 4.35 4.35 4.33
positive, interactive learning
environment
plan instruction based on the
knowledge of students, subject
4.41 4.32 4.21 4.33 3.94
content, curriculum goals, and
community
use formal and informal assessment
techniques to evaluate learning and 4.44 4.16 4.34 4.14 4.35
instruction
continually reflect upon their work to
determine the effects of his/her 4.47 4.25 4.49 4.26 4.32
choices and actions on others
articulate a philosophy of teaching 4.18 4.03 4.00 4.09 4.35
seek out opportunities to grow
4.26 4.02 4.11 4.11 4.27
professionally
communicate and cooperate with
4.71 4.48 4.57 4.42 4.00
others
foster relationships with school
personnel and parents to support 4.41 4.10 4.17 4.28 4.33
students' learning and well-being
foster relationships with agencies in
the larger community to support 3.76 3.60 3.67 3.93 4.52
students' learning and well-being
are active participants in the
4.71 4.53 4.66 4.52 4.33
supervision of candidates
actively engage in supporting
candidates to build skills necessary for 4.64 4.55 4.63 4.40 3.94
Mentors: effective practice
model strong practice 4.65 4.51 4.66 4.41 4.35
facilitate the candidates'
implementation of appropriate 4.66 4.59 4.60 4.44 4.27
strategies
provide support as requested 4.22 4.22 4.46 4.20 4.00
U. Supervrs: work collaboratively with mentors to
4.00 4.12 4.20 4.00 3.89
prepare and evaluate candidates
Number of Responses: 176 67 38 74 59
Means are based on a five-point scale with 1 being lowest and 5 being highest.
Generated 8/21/2009 by cjh 1
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
understand central concepts, inquiry, and structures of the
disciplines he/she teaches
create meaningful learning experiences
supervise learning tasks effectively
create an atmosphere conductive to learning
plan lessons demonstrating understanding of human
development and developmentally appropriate curriculum
implement lessons demonstrating understanding human
development
plan and organize instruction to accomodate differences in
developmental and individual needs
address and promote issues of equality and diversity
demonstrate awareness of and sensitivity to contemporary
issues in our society
incorporate social and global topics when teaching
practice and employ an array of teaching strategies for different
situations
engage their students in activities that promote the development
of problem solving and critical thinking skills
engage their students in thinking and problem solving
create a learning environment that encourages positive social
interaction, active engagement, and self-motivation
use knowledge of effective communication, techniques to foster
a positive, interactive learning environment
plan instruction based on the knowledge of students, subject
University of Cincinnati's Pre-Service Teachers:
content, curriculum goals, and community
use formal and informal assessment techniques to evaluate
learning and instruction
continually reflect upon their work to determine the effects of
his/her choices and actions on others
articulate a philosophy of teaching
seek out opportunities to grow professionally
communicate and cooperate with others
foster relationships with school personnel and parents to
University of Cincinnati
support students' learning and well-being
foster relationships with agencies in the larger community to
support students' learning and well-being
are active participants in the supervision of candidates
actively engage in supporting candidates to build skills
necessary for effective practice
Mentors: model strong practice
facilitate the candidates' implementation of appropriate
strategies
Middle Childhood Education Mentor Evaluation of Program
provide support as requested
U.
work collaboratively with mentors to prepare and evaluate
Supervrs:
candidates
2008 Mean
2007 Mean
2005 Mean
2006 Intern Mean
2006 Teaching Associate Mean