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Candidate Satisfaction with Mentor Survey

Candidate Satisfaction with Mentor Survey

McNeese State University
Burton College of Education
Mentor Satisfaction Survey
CAEP Standard 4
InTASC Standards 1-10
This instrument should be completed by the teacher candidate at the end of the two-semester internship experience. Data from these surveys will be analyzed to determine any trends in strengths and/or weaknesses in order to enhance the effectiveness of our program.
Select your Program (M.A.T., Traditional, P.B.C) and Content area certified in:
The purpose of this survey is to identify how well candidate's feel the mentor teacher prepared them for their own classroom. For the following questions, please rate your answers according to the following scale:
4- Well Prepared 
3- Sufficiently Prepared
2- Not Sufficiently Prepared
1- Not At All Prepared

After each section of questions there is an Additional Comment box. Please describe your reasoning as to how you rated your answers. (We have found that the information included within the Additional Comments section is sometimes more helpful in redesigning the programs than simply using the Likert scale as specific strengths and weaknesses become more visible.)


Section I: Curriculum Design and Implementation
My mentor teacher prepared me to:
4- Well Prepared3- Sufficiently Prepared2- Not Sufficiently Prepared1- Not At All Prepared
1.1 Implement a variety of instructional strategies during lesson planning, which addresses students' common misunderstandings as well as typical ways students learn the content (i.e. instructional Strategies) InTASC 1b *
1.2 Apply students' real-world interests and experiences into their instructional content to make learning relevant. InTASC 4m *
1.3 Implement strategies to help students understand the interconnectedness of different content areas. InTASC 5e *
Section II: Classroom Environment and Management
My mentor teacher prepared me to:
4- Well Prepared3- Sufficiently Prepared2- Not Sufficiently Prepared1- Not At All Prepared
2.1 Implement routines and rules for the classroom that enables all students to focus on learning. InTASC 3d *
2.2 Demonstrate appropriate use of communication and interventions to manage behavior in the classroom. InTASC 3f *
2.3 Implement efficient transitions between classroom activities. InTASC 3k *
2.4 Implement and support diverse inclusiveness with structured student-led discussion, curricula, and instructional experiences. InTASC 2a *
Section III: Quality of Instructional Practices
My mentor teacher prepared me to:
4- Well Prepared3- Sufficiently Prepared2- Not Sufficiently Prepared1- Not At All Prepared
3.1 Demonstrate instructional strategies that emphasize critical thinking and deepen students' understanding by including Bloom's Taxonomy of analysis, synthesis, and/or evaluation or Webb's Depth of Knowledge of strategic thinking (DOK 3) and/or extended thinking (DOK 4). InTASC 8f *
3.2 Demonstrate the ability to provide academic support (e.g. scaffolding, models and approaches, instructional strategies, theories of learning). InTASC 2f *
3.3 Implement interactive and engaging technology within instructional lessons. InTASC 5l *
Section IV: Student Assessment and Monitoring
My mentor teacher prepared me to:
4- Well Prepared3- Sufficiently Prepared2- Not Sufficiently Prepared1- Not At All Prepared
4.1 Demonstrate various ways to give feedback on student work that is descriptive, specific, relevant, timely, and constructive. In TASC 6n *
4.2 Analyze formal and informal assessment results against student goals and utilize the data to guide instruction. InTASC 7d *
4.3 Demonstrate how to help students assess their own ability and set goals which leads to successful outcomes (formative self-assessments such as a checklist and rubrics, student goal setting, etc.). InTASC 9h *
4.4 Analyze formative and summative assessment data to identify students' areas of weakness and create an instructional plan for academic improvement, especially with regards to Response to Intervention (RTI). InTASC 9h *
Section V: Professional Dispositions
My mentor teacher prepared me to:
4- Well Prepared3- Sufficiently Prepared2- Not Sufficiently Prepared1- Not At All Prepared
5.1 Demonstrate thoughtful and critical reflection on his/her own effectiveness as a teacher in order to improve planning and practice. InTASC 9l *
5.2 Collaborate with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. InTASC 10d *
5.3 Collaborate with educational colleagues both within Professional Learning Communities (PLCs) and individually to meet the needs of all students (e.g. special education teachers, school counselors, school librarians, curriculum, etc.) InTASC 7e *