"The purpose of this survey is to gather information about the school based practicum experience. This information will be kept confidential and will be used to improve the Concurrent practicum program.  You may exit the survey without your answers being recorded at any time. ","School (choose one)","Your Role (choose one)","This was my first time working with York Concurrent Teacher Candidates. ","PRACTICUM FEEDBACK","The purpose and goals for the practicum were clearly articulated.","I was made aware of the practicum program expectations in the fall. ","I was made aware of the Teacher Candidate Practicum Evaluation Protocol (TC-PEP).","My Seminar Leader/Practicum Supervisor communicated with me regularly (monthly).","Information regarding the practicum was communicated clearly.","My Seminar Leader/Practicum Supervisor was readily available to answer questions.","My Seminar Leader/Practicum Supervisor responded to my questions in a timely manner (within two days). ","My Seminar Leader/Practicum Supervisor was in the school regularly(minimum of twice a month). ","My Seminar Leader/Practicum Supervisor made me aware of the dates/times that he/she would be in the school.","My Seminar Leader/Practicum Supervisor conferred with me to support Teacher Candidates at risk. ","My preferred way to receive information is:","I read the practicum newsletters, memos or blog: ","I would like more opportunities to talk with other Mentor Teachers. ","I would like more opportunities to talk with my Site Coordinator.  ","I would like more opportunities to talk with my Seminar Leader. ","I would prefer that the first placement day takes place in the second week of September instead of the first week.  ","I enrolled in the Mentor Teacher Moodle.","I reviewed the Mentor Teacher moodle.","I made use of the planning organizers/templates. ","I made use of the sample lesson and block plans. ","I provided regular written feedback to my TC. ","I would like my Teacher Candidate to have more information about: (choose all that apply) ","I would like more information about: (choose all that apply)","The overall quality of the practicum program was:","What changes would you like to see made in the Concurrent practicum program? ",Datetime
,"Secondary School","Mentor Teacher","No",,"Agree","Disagree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Sporadically","Yes",,,,,"Sporadically","Sporadically","Sporadically","Usually","developing a professional portfolio, lesson planning, assessment/evaluation, block planning, differentiated instruction","the role of a MentorTeacher, completing practicum reports","Good","Teacher candidiates who have an eye to teach Instrumental Music, especially I/S , need to have much more command of wind instruments. cosidering that most Music programmes in high school are predominantly band , your Music Dept at york could offer instruction in these instruments as part of the curriculum, so that TC's  are MUCH better prepared for this type of classroom setting.
 ","2011-03-31 09:32"
,"Secondary School","Mentor Teacher","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Rarely","No",,,,"No","Never","Never","Never","Never","developing a professional portfolio, lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","supporting TCs at risk, block planning","Good",,"2011-03-31 14:45"
,"Secondary School","Mentor Teacher","No",,"Agree","Agree","Agree","Strongly Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Rarely","Yes","Yes","Yes","No","No","Rarely","Rarely","Sporadically","Usually","lesson planning, classroom management, assessment/evaluation, instructional strategies , differentiated instruction","completing practicum reports","Very Good","I thought Kim Carter did an excellent job of communicating with Mentor Teachers. I could used some help in
the completion of TC reports.","2011-03-31 18:33"
,"Secondary School","Mentor Teacher","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Strongly Agree","Strongly Agree","Agree","Agree","E-mail messages","Rarely","Yes","Yes","Yes","Yes","No","Rarely","Rarely","Rarely","Sporadically","classroom management, differentiated instruction","completing practicum reports","Very Good",,"2011-03-31 19:02"
,"Secondary School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Usually","No","No","No","Yes","No","Never","Never","Sporadically","Sporadically","classroom management, assessment/evaluation, instructional strategies ","the role of a MentorTeacher","Very Good","More emphasis on participating in extracurricular activities would be beneficial to both the host school and the student teacher.","2011-04-01 07:02"
,"K-5/6 School","Mentor Teacher/Site Coordinator","Yes",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Rarely","No","No","No","No","No","Sporadically","Sporadically","Sporadically","Usually","lesson planning, instructional strategies , block planning, differentiated instruction","supporting TCs at risk","Very Good",,"2011-04-01 08:24"
,"Secondary School","Mentor Teacher/Site Coordinator","No",,"Agree","Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Usually","Yes",,"No","Yes","No","Never","Never","Never","Sporadically","block planning","supporting TCs at risk","Very Good","- some Ed2s just don't have enough background in their diciplines to act as experts in the classroom, especially in secondary teachable areas.  Not sure how to adress that.

- As site coordinator, it would help me to have subject specific idea banks about how to deploy TCs on a once-a-week basis.  That is the number 1 reson for resistance to participation by potential MTs.  In my own courses, I have developed ""threads"" that CTs can weave into the course once a week.  If others have done the same in their courses, I would love to be able to present those to potential MTs to spark their imaginations.","2011-04-01 08:28"
,"Secondary School","Mentor Teacher","Yes",,"Disagree","Agree","Agree","Agree","Neither agree nor disagree","Agree","Strongly Agree","Disagree","Strongly Agree",,"E-mail messages","Always","No","No",,"No","No","Never","Never","Never","Usually","classroom management","the TC-PEP process","Very Good",,"2011-04-01 10:08"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Disagree","Agree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Disagree","Neither agree nor disagree","E-mail messages","Rarely","No","No","No","Yes","No","Never","Never","Never","Sporadically","lesson planning, instructional strategies ","no additional information required","Fair","The one day per week visits are ineffective. Perhaps two, one-month blocks would be more beneficial in terms of exposing the TC to a more holistic teaching experience.","2011-04-01 10:30"
,"Secondary School","Mentor Teacher","No",,"Neither agree nor disagree","Agree","Agree","Disagree","Neither agree nor disagree","Agree","Agree","Neither agree nor disagree","Disagree","Agree","E-mail messages","Usually","No","No","Yes","Yes","No","Never","Sporadically","Never","Usually","lesson planning, classroom management, assessment/evaluation, instructional strategies , differentiated instruction","no additional information required","Poor",,"2011-04-01 14:19"
,"K-5/6 School","Mentor Teacher","Yes",,"Strongly Agree","Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Neither agree nor disagree","Agree","E-mail messages","Sporadically","Yes","Yes","No","No","No","Rarely","Rarely","Rarely","Usually","differentiated instruction","no additional information required","Very Good",,"2011-04-01 14:38"
,"K-5/6 School","Mentor Teacher","Yes",,"Disagree","Disagree","Strongly Disagree","Disagree","Disagree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Strongly Disagree","Neither agree nor disagree","E-mail messages","Always","No","No","Yes","No","No","Never","Never","Never","Always","lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","the role of a MentorTeacher, supporting TCs at risk","Fair",,"2011-04-02 16:37"
,"Secondary School","Mentor Teacher/Site Coordinator","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Sporadically","No","No","No","Yes","Yes","Usually","Rarely","Rarely","Usually","lesson planning, assessment/evaluation, block planning, meeting student needs, differentiated instruction","the role of a MentorTeacher, the TC-PEP process, supporting TCs at risk","Very Good",,"2011-04-03 10:50"
,"Secondary School","Mentor Teacher","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Usually","Yes","Yes","Yes","Yes","Yes","Usually","Rarely","Rarely","Usually","developing a professional portfolio, lesson planning, classroom management, instructional strategies , block planning, meeting student needs, differentiated instruction","completing practicum reports","Fair",,"2011-04-03 21:46"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Neither agree nor disagree","Neither agree nor disagree","Strongly Agree","Agree",,"Neither agree nor disagree","Strongly Agree","Agree","Neither agree nor disagree","E-mail messages","Sporadically","No","No","No","No","No","Never","Never","Never","Never","classroom management","no additional information required","Good",,"2011-04-03 22:05"
,"K-5/6 School","Mentor Teacher","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Disagree","Agree","E-mail messages","Never","Yes","Yes","No","No","No","Never","Never","Never","Always","lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning","block planning","Fair","TCs should receive more instruction about lesson planning and block planning and relating that to the curriculum, using learning intentions and success criteria.","2011-04-03 22:07"
,"K-5/6 School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Never","No","No","No","Yes",,"Never","Rarely","Never","Always","no additional information required","completing practicum reports","Good","I found the timing (just once per week) to be dysfunctional and very unsatisfying. When I was a student teacher, I spent every Thurs observing and then Friday teaching. It was unpleasant and difficult to email regularly to let my TC know what we were doing so she would know what to do. In my case, I had an absolutely superb TC but I did not enjoy the process until we got to the final teaching block.","2011-04-03 23:12"
,"6/7-8 School","Mentor Teacher","No",,"Agree","Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Usually","No","No","No","Yes","No","Never","Sporadically","Sporadically","Always","lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","no additional information required","Poor","A more thorough screening process is needed.  As a result of my experience with students teachers, especially this year, I will not host another one.  Their work ethic as of late is seriously lacking and they do not appreciate the time rewuired to do this job well/effectively.","2011-04-03 23:29"
,"Secondary School","Mentor Teacher","No",,"Agree","Agree","Agree","Neither agree nor disagree","Neither agree nor disagree","Agree","Agree","Neither agree nor disagree","Disagree","Neither agree nor disagree","E-mail messages","Always","Yes","Yes","Yes","Yes","No","Never","Never","Never","Always","classroom management, assessment/evaluation, instructional strategies , differentiated instruction","the TC-PEP process","Fair","I think it's rather ineffective to have the TCs here only one day per week.  While my TC was diligent in teaching each of those days she was in, the inconsistency provided little for both the class and the TC.  ","2011-04-04 07:50"
,"Secondary School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Strongly Agree","E-mail messages","Never","No","No","No","Yes","No","Never","Rarely","Rarely","Always","classroom management",,"Fair",,"2011-04-04 08:42"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Disagree","Agree","Disagree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","E-mail messages","Always","No","Yes","Yes","Yes","No","Never","Usually","Usually","Usually","lesson planning, classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","the TC-PEP process, completing practicum reports, supporting TCs at risk","Fair","That students in their last year of the program already have some previous knowledge of important and key duties such as lesson planning and classroom management strategies. ","2011-04-04 09:32"
,"K-5/6 School","Mentor Teacher","No",,"Agree","Agree","Agree","Disagree","Neither agree nor disagree","Agree","Agree","Disagree","Disagree","Agree","E-mail messages","Usually","Yes","Yes","Yes","No","No",,"Usually","Always","Always","lesson planning, classroom management, instructional strategies ","no additional information required","Fair",,"2011-04-04 22:09"
,"Secondary School","Mentor Teacher","Yes",,"Disagree","Agree","Agree","Agree","Disagree","Agree","Agree","Strongly Agree","Disagree","Agree","E-mail messages","Rarely","Yes","No","No","Yes","No","Never","Never","Never","Sporadically","no additional information required","the TC-PEP process, completing practicum reports","Good","The one day-a-week format was very difficult for everyone to adjust to; teacher candidate, mentor teacher, and students.  I prefer the model followed in the consecutive program and would prefer, in the future to mentor a teacher candidate in the consecutive stream as apposed to a candidate in the concurrent program.","2011-04-05 08:22"
,"Secondary School","Mentor Teacher","Yes",,"Strongly Agree","Agree","Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Agree","E-mail messages","Never","No","No","No","Yes","No","Never","Never","Never","Always","no additional information required","the TC-PEP process, completing practicum reports","Very Good","Being in the school only once a week is difficult for planning- many schedule changes and events can alter course timelines. ","2011-04-05 08:46"
,"K-5/6 School","Mentor Teacher","No",,"Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Strongly Agree","E-mail messages","Usually","Yes","Yes","Yes","Yes","No","Never","Sporadically","Usually","Always","lesson planning, classroom management, assessment/evaluation, differentiated instruction","the TC-PEP process, completing practicum reports, supporting TCs at risk, block planning","Very Good",,"2011-04-05 14:42"
,"6/7-8 School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Sporadically","Yes","No","No","Yes","No","Sporadically","Sporadically","Usually","Always","lesson planning, classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","the TC-PEP process, completing practicum reports","Fair",,"2011-04-05 17:52"
,"Secondary School","Mentor Teacher","No",,"Agree","Strongly Agree","Strongly Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Rarely","No","No","No","No","No","Never","Never","Usually","Usually","developing a professional portfolio, lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning","supporting TCs at risk, block planning","Good","This was my second time as an MT.  The first time was great because the candidate was very good - however, this time, having a candidate who struggled, I think it would have been better for her to have had more than one school or mentor.  That way she could have multiple opportunities for feedback and the chance for a fresh start - after a whole year together and some difficult times, it's hard to keep going for both of us at this point ... My TC really didn't seem to know some of the basics of teaching (the difference between assessment and evaluation and how to prepare block plans) and it took a fair amount of time to support her, which made it somewhat of a strain at times when marks were due or near exams.  Again, the change in mentor or school might have been to everyone's benefit.  The Seminar Coordinator was very patient and helpful, which was great!","2011-04-05 20:02"
,"Secondary School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Usually","No","No","No","No","No","Never","Never","Never","Always","lesson planning, classroom management, instructional strategies ","no additional information required","Very Good",,"2011-04-05 20:46"
,"6/7-8 School","Mentor Teacher","No",,"Neither agree nor disagree","Disagree","Disagree","Strongly Agree","Neither agree nor disagree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Sporadically","No","No","No","No","No","Never","Never","Never","Always","developing a professional portfolio, lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction",,"Poor","I had an Ed3 student who had NO IDEA how to make proper lesson plans or unit plans.  She did not know anything about assessment, classroom management or anything really relevant to teaching for that matter.  She was not my first student teacher from York in the ConEd program.  The teachers at our school have been finding that the ConEd program at York has significantly decreased in quality over the years.  It is NOT setting the students up for success and merely frustrates Mentor Teachers.  

When I asked the student teachers at our school what they learned in their classes at York, I was surprised to find out that the first few years of their ConEd program focused on social justice issues and equity.  Yes, those are important issues to discuss in teaching, but if that is all you are focusing on or the only things TC's are taking away from those years, you are failing them as educators yourself.  Many of the TC's I have spoken to told me that what they learn in their classes at York depends on the instructor.  Some are great, others are lazy (as quoted by the TC's).  Are you truly hiring teachers for secondment at York based on their experiences and true ability to teach TC's or are you hiring based on who knows who and whether or not they have a Masters degree?  

The students' experiences in their first practicum during their Ed2 year was terrible.  That could be due to the school/Mentor Teacher but we had MANY TC's at our school this year and they ALL had the same story.  My experiences with York TC's thus far has been quite negative and discourages me from wanting to take on another TC from York in the future.  OISE seems to be putting together a much better program.  The consecutive program seems to be one that sets up students for success far better than concurrent programs.

I was also surprised to hear that not one TC had any classes on classroom management!  At OISE, there is a whole entire class devoted to classroom management alone!  

I was also surprised to find out that some courses are online courses and the ones that were mentioned were even more surprising.  Teaching lesson planning online??  No wonder their lesson plans are terrible!!  

Needless to say, it will take a LOT of convincing to have any teacher at our school take on another TC from York, which is unfortunate because in the end, it's the students in our schools and the future generation of students that suffer the consequences.","2011-04-06 00:10"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Disagree","Disagree","Agree","Disagree","Neither agree nor disagree","Neither agree nor disagree","Disagree","Neither agree nor disagree","E-mail messages","Rarely","Yes","Yes","Yes","Yes","No","Never","Never","Never","Usually","classroom management, instructional strategies , differentiated instruction","completing practicum reports","Good",,"2011-04-06 09:43"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Agree","Agree","Neither agree nor disagree","Neither agree nor disagree","Agree","Agree","Disagree","E-mail messages","Always","No","No","Yes","Yes","No","Never","Usually","Sporadically","Sporadically","classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","supporting TCs at risk","Fair","Teacher candidates at-risk need to be placed in specific schools/with teacher mentors who are made aware of their issues and who are prepared to take them on.","2011-04-06 09:48"
,"Secondary School","Mentor Teacher","Yes",,"Disagree","Disagree","Agree","Agree","Disagree","Agree","Neither agree nor disagree","Agree","Disagree","Neither agree nor disagree","E-mail messages","Usually","Yes","Yes","Yes","Yes","No","Never","Never","Never","Never","lesson planning, classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","the role of a MentorTeacher, the TC-PEP process, block planning","Fair",,"2011-04-06 12:47"
,"Secondary School","Mentor Teacher/Site Coordinator","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Sporadically","No","No","No","No","Yes","Rarely","Always","Always","Usually","meeting student needs, differentiated instruction","no additional information required","Very Good",,"2011-04-06 18:23"
,"K-5/6 School","Mentor Teacher","Yes",,"Neither agree nor disagree","Agree","Neither agree nor disagree","Strongly Disagree","Disagree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Strongly Disagree","Strongly Disagree","E-mail messages","Always","Yes","Yes","Yes","Yes","No","Never","Never","Never","Usually","classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","the TC-PEP process","Poor","more involvement from York throughout process in the form of in class observations.

Spending only one day per week in the host class is not sufficient time for them to get to know a balanced program especially leading up to the block.","2011-04-06 20:25"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Neither agree nor disagree","Agree","Agree","Strongly Agree","Strongly Agree","Agree","Disagree","Agree","E-mail messages","Never","No","No","Yes","Yes","No","Never","Never","Never","Always",,"the role of a MentorTeacher, completing practicum reports","Good",,"2011-04-07 08:56"
,"Secondary School","Mentor Teacher","Yes",,"Disagree","Disagree","Disagree","Agree","Disagree","Agree","Strongly Agree","Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Sporadically","No","Yes","No","Yes","No","Never","Never","Never","Usually","lesson planning, classroom management, instructional strategies ","the role of a MentorTeacher, completing practicum reports, supporting TCs at risk","Fair",,"2011-04-08 15:41"
,"6/7-8 School","Mentor Teacher","No",,"Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Never","No","No","No","Yes","No",,,,,"assessment/evaluation, differentiated instruction","no additional information required","Very Good",,"2011-04-11 12:12"
,"6/7-8 School","Mentor Teacher/Site Coordinator","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Sporadically","No","No","No","Yes","No","Never","Sporadically","Sporadically","Usually","classroom management, assessment/evaluation, differentiated instruction","supporting TCs at risk","Excellent",,"2011-04-11 12:14"
,"6/7-8 School","Mentor Teacher","Yes",,"Disagree","Disagree","Disagree","Neither agree nor disagree","Disagree","Agree","Neither agree nor disagree","Neither agree nor disagree","Agree","Agree","E-mail messages","Rarely","No","No","No",,"No","Rarely","Rarely","Rarely",,"classroom management, assessment/evaluation, instructional strategies , meeting student needs, differentiated instruction","the role of a MentorTeacher, completing practicum reports","Fair",,"2011-04-11 17:11"
,"6/7-8 School","Mentor Teacher","No",,"Neither agree nor disagree","Disagree","Strongly Disagree","Agree","Disagree",,"Agree","Neither agree nor disagree","Agree","Agree","E-mail messages","Sporadically","Yes","Yes","Yes","Yes","No","Never","Sporadically","Sporadically","Always","developing a professional portfolio, lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","the role of a MentorTeacher, welcoming TCs to my school/classroom, the TC-PEP process, completing practicum reports, supporting TCs at risk, block planning","Fair",,"2011-04-12 12:27"
,"6/7-8 School","Mentor Teacher","Yes",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Sporadically","No","No","No","Yes","Yes","Sporadically","Sporadically","Rarely","Always","classroom management, meeting student needs, differentiated instruction","no additional information required","Excellent","I would like to see the Concurrent progrm changed by seeing the Candidate at least 2 times per week in the beginning for four months; then start the 4 week block soon after. Once per week for 8 months is not conducive to my lesson planning schedule nor is it productive for the candidate to be exposed to the students only once per week. ","2011-04-19 21:57"
,"Secondary School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Agree","Agree","Strongly Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Always","Yes","Yes",,"No","No","Usually","Usually","Usually","Usually","classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","the role of a MentorTeacher, the TC-PEP process, supporting TCs at risk, block planning","Good",,"2011-04-20 08:22"
,"K-5/6 School","Mentor Teacher","No",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Sporadically","Yes","Yes","Yes","No","Yes","Rarely","Usually","Usually","Sporadically","developing a professional portfolio, classroom management, assessment/evaluation, differentiated instruction","supporting TCs at risk, block planning","Very Good",,"2011-04-26 10:06"
,"K-5/6 School","Mentor Teacher","No",,"Neither agree nor disagree","Disagree","Strongly Disagree","Neither agree nor disagree","Disagree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Agree","Neither agree nor disagree","E-mail messages","Always","No","No","No","No","No","Never",,"Never","Always","assessment/evaluation","completing practicum reports","Very Good","I would like to be e-mailed the link for the final practicum report, instead of being told to complete it by May 13, without being told where to access the information!","2011-05-03 12:03"
,"K-5/6 School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Usually","No","No","No","No","No","Never","Never","Never","Always","assessment/evaluation, meeting student needs, differentiated instruction","no additional information required","Excellent",,"2011-05-05 15:26"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Never","No","No","No","No","No","Rarely","Never","Sporadically","Always","classroom management, assessment/evaluation, block planning","no additional information required","Good","The once a week drop in for TC's isnt nearly as effective as most Teacher's colleges who have more 4 week blocks. It is hard for the TC's to get to know the kids, get a flow to teaching, get involved with extra curriculars and feel apart of the school. York would benefit to taking on a similar structure to Queens, Damien and most other Teacher's colleges and I feel the TC's would get more out of it.","2011-05-05 16:25"
,"K-5/6 School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Neither agree nor disagree","Agree","Neither agree nor disagree","E-mail messages","Usually","Yes","Yes","Yes","Yes","No","Sporadically","Never","Never","Usually","classroom management, instructional strategies , differentiated instruction","the TC-PEP process","Good",,"2011-05-05 20:18"
,"K-5/6 School","Mentor Teacher","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Usually","No","No","No","Yes","No",,,,,"lesson planning, assessment/evaluation, block planning","block planning","Very Good",,"2011-05-05 21:37"
,"K-5/6 School","Mentor Teacher","No",,"Agree","Agree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Never","Yes","Yes",,"Yes","No","Never","Sporadically","Sporadically","Always","classroom management, assessment/evaluation, block planning, differentiated instruction","completing practicum reports, block planning","Very Good","My suggestion would be to ensure that first year Education students be placed in schools NOT community centers.  I think they could benefit by observing/volunteering within a school setting.  Maybe they can go to a community center once or twice during the year but the real focus should be on school and in class observational activity.  TC's should observe a variety of classes in a school and have an opportunity to 'try' out and support some lessons of classroom teachers.  I found that the Second year TC was not prepared because she was expected to 'teach' almost immediately and yet did not have classroom observational time from her first year.  ","2011-05-05 23:48"
,"K-5/6 School","Mentor Teacher/Site Coordinator","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Usually","No","No","No","Yes",,"Sporadically","Usually","Usually",,"assessment/evaluation, instructional strategies , differentiated instruction","no additional information required","Good","It is becoming more difficult to meet the needs of the T.C.s on a weekly basis. The new generation of T.C.s seem to require a great deal of time and energy, each week. As a result, many of our strongest and hardest working mentors are choosing not to accept T.C.s next year. Perhaps the placement of the EDII and EDIII students could be rotated each year, if the program is not revised.","2011-05-06 00:39"
,"K-5/6 School","Mentor Teacher","No",,"Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","Strongly Disagree","E-mail messages","Usually","No","No","No","Yes","Yes","Usually","Sporadically","Sporadically","Always","lesson planning, classroom management, instructional strategies ",,"Very Good","Students should be in classrooms for 3 years instead of 2. omit community year","2011-05-06 08:14"
,"Secondary School","Mentor Teacher","Yes",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Sporadically","Yes","No","No","No","Yes","Sporadically","Sporadically","Rarely","Always","lesson planning, classroom management, assessment/evaluation, block planning, meeting student needs","completing practicum reports, supporting TCs at risk","Very Good","Attendance seem to be an issue with regards to some of the teacher candidates, and more information with regards to make-up days, or proper protocol with how to address accountability would be fantastic. Also, what the protocol is for acceptable amount of absences allowed for the TC's. Otherwise, it was a good experience!","2011-05-06 10:27"
,"6/7-8 School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Agree","Agree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","E-mail messages","Usually","No","No",,"Yes","Yes","Usually","Usually","Never","Always","classroom management","no additional information required","Very Good",,"2011-05-06 12:17"
,"K-5/6 School","Mentor Teacher","Yes",,"Neither agree nor disagree","Agree","Agree","Agree","Neither agree nor disagree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Rarely","Yes","No","No","No","No","Never","Never","Never","Usually","lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","no additional information required","Good",,"2011-05-06 15:01"
,"Secondary School","Mentor Teacher","Yes",,"Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Agree","Neither agree nor disagree","Agree","Agree","Agree","Agree","Neither agree nor disagree","E-mail messages","Usually","No","No","No","No","No","Rarely","Never","Never","Sporadically","block planning","completing practicum reports","Good",,"2011-05-06 17:43"
,"K-5/6 School","Site Coordinator/Administrator","No",,"Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","Strongly Agree","E-mail messages","Always","No","No","No","Yes","Yes","Rarely","Usually",,,"no additional information required","no additional information required","Excellent",,"2011-05-07 00:52"
,"K-5/6 School","Mentor Teacher","Yes",,"Neither agree nor disagree","Neither agree nor disagree","Neither agree nor disagree","Strongly Agree","Neither agree nor disagree","Agree","Strongly Agree","Strongly Agree","Strongly Agree","Neither agree nor disagree","E-mail messages","Sporadically","Yes","Yes","Yes","No","No","Rarely","Rarely","Rarely","Usually","lesson planning, classroom management, assessment/evaluation, instructional strategies , block planning, meeting student needs, differentiated instruction","the role of a MentorTeacher, welcoming TCs to my school/classroom, the TC-PEP process, completing practicum reports, supporting TCs at risk, block planning","Good","To help with my professional development as a mentor teacher, I would like to get feedback from the TC once I have completed their evaluation. I would like to know how I can improve as a mentor teacher to help the next TC.","2011-05-10 12:08"
,"Secondary School","Mentor Teacher","Yes",,"Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree","E-mail messages","Usually","No","No","No","No","No","Never","Never","Never","Usually","classroom management","the role of a MentorTeacher, completing practicum reports","Good",,"2011-05-11 13:53"