Survey Results

School (choose one)	Your Role (choose one)	This was my first time working with York Concurrent Teacher Candidates.	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