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pdfNATIONAL ASSESSMENT OF
EDUCATIONAL PROGRESS
Wave 1 Submittal for 2011
VOLUME II
Part 1d
BACKGROUND QUESTIONS
FOR 2011 ASSESSMENT
Teacher Grade 4 Questions
Part 1d contains:
Grade 4 Teacher Questions
The amount of time estimated to complete this form is 30 minutes.
March 31, 2010
2011 OMB Wave 1
Grade 4 -Part 1 of 3
TEACHER QUESTIONNAIRES
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2011 OMB Wave 1
Grade 4-Part 1 of 3
Teacher Questionnaire – Grade 4
Part I: Background, Education, and Training
For some questions on this survey, you are asked to fill in numbers. For these questions,
please print the appropriate number in each of the boxes provided. Please print legibly with
a No. 2 pencil. Keep all printing within the boxes, and erase any stray marks.
Using one number per box, fill in every box. For example, 95 students would be written as:
0 9 5
VB331330
1. Are you Hispanic or Latino? Fill in one or more ovals.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.
VB331331
2. Which of the following best describes you? Fill in one or more ovals.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacific Islander
H1TQRM-BET
Page 3
VB333653
3. Counting this year, how many years have you worked as an elementary or secondary
teacher? Include any full-time teaching assignments, part-time teaching assignments,
and long-term substitute assignments, but not student teaching. If less than 4 months
total experience, enter “00.”
Years
VC309863
4. Did you enter teaching through an alternative certification program?
(An alternative program is a program that was designed to expedite the transition of
non-teachers to a teaching career, for example, a state, district, or university alternative
certification program.)
A Yes
B No
VC309874
5. What type of teaching certificate do you hold in the state where you currently teach?
A Regular or standard state certificate or advanced professional certificate ➔ Skip to
Question 7.
B Certificate issued after satisfying all requirements except the completion of a
probationary period ➔ Go to Question 6.
C Certificate that requires some additional coursework, student teaching, or passage of
a test before regular certification can be obtained ➔ Go to Question 6.
D Certificate issued to persons who must complete a certification program in order to
continue teaching ➔ Go to Question 6.
E I do not hold any of the above certificates in the state where I currently teach. ➔ Go
to Question 6.
H1TQRM-BET
Page 4
VB595188
6. Do you hold a currently valid regular or standard certification from a state other than the
one in which you are currently teaching?
A Yes
B No
VC309886
7. This school year, are you a Highly Qualified Teacher (HQT) according to your state’s
requirements?
(Generally, to be Highly Qualified, teachers must meet requirements related to 1) a
bachelor’s degree, 2) full state certification, and 3) demonstrate competency in the
subject area(s) taught. The HQT requirement is a provision under the No Child Left
Behind (NCLB) Act.)
A Yes
B I meet my state’s requirements for a Highly Qualified Teacher in at least one
subject that I teach.
C No
VC309891
8. Are you certified by the National Board for Professional Teaching Standards in at least
one content area?
(The National Board for Professional Teaching Standards is a nongovernmental
organization that administers National Board certification, a voluntary national
assessment program that certifies teachers who meet high professional standards.
In order to gain certification, the candidate must at least complete a portfolio of
classroom practice and pass one or more tests of content knowledge.)
A Yes, I am fully certified by the National Board for Professional Teaching Standards.
B I am working towards my National Board certification.
C No
H1TQRM-BET
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HE001012
9. What is the highest academic degree you hold?
A High school diploma
B Associate’s degree/vocational certification
C Bachelor’s degree
D Master’s degree
E Education specialist’s or professional diploma based on at least one year’s work past
master’s degree
F Doctorate
G Professional degree (e.g., M.D., LL.B., J.D., D.D.S.)
H1TQRM-BET
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VB333658
10. Did you have a major, minor, or special emphasis in any of the following subjects as part
of your undergraduate coursework? Fill in one oval on each line.
Yes,
a major
Yes, a minor
or special
emphasis
No
a. Mathematics education
A
B
C
VB482657
b. Mathematics
A
B
C
VB482658
c. Engineering or engineering education
A
B
C
VC304764
d. Other mathematics-related subject such
as statistics
A
B
C
VB608497
e. Reading, language arts, or literacy
education
A
B
C
VB378391
f. English
A
B
C
VB378392
g. Other language arts-related subject
A
B
C
VB378394
h. Education (including elementary or
early childhood)
A
B
C
VB482660
i. Special education (including students with
disabilities)
A
B
C
VE113515
j. English-language learning
A
B
C
VE113516
H1TQRM-BET
Page 7
VB345619
11. Did you have a major, minor, or special emphasis in any of the following subjects as part
of your graduate coursework? Fill in one oval on each line.
Yes,
a major
Yes, a minor
or special
emphasis
No
a. Mathematics education
A
B
C
VB473837
b. Mathematics
A
B
C
VB473838
c. Engineering or engineering education
A
B
C
VC304761
d. Other mathematics-related subject such
as statistics
A
B
C
VB473839
e. Reading, language arts, or literacy
education
A
B
C
VB378395
f. English
A
B
C
VB378396
g. Other language arts-related subject
A
B
C
VB378398
h. Education (including elementary or
early childhood)
A
B
C
VB473840
i. Special education (including students with
disabilities)
A
B
C
VE113560
j. English-language learning
A
B
C
VE113562
H1TQRM-BET
Page 8
VB543441
12. Consider all of the professional development activities you participated in during the last
two years. To what extent did you learn about each of the following topics? Fill in one
oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. How students learn mathematics
A
B
C
D
VB543502
b. Mathematics theory or applications
A
B
C
D
VB543503
c. Content standards in mathematics
A
B
C
D
VB543504
d. Curricular materials available in
mathematics (units, texts)
A
B
C
D
VB543505
e. Instructional methods for teaching
mathematics
A
B
C
D
VB543506
f. Effective use of manipulatives in
mathematics instruction
A
B
C
D
VB519181
g. Effective use of calculators in
mathematics instruction
A
B
C
D
VB543507
h. Use of computers or other technology
in mathematics instruction
A
B
C
D
VB543508
i. Methods for assessing students in
mathematics
A
B
C
D
VB543509
j. Preparation of students for district
and state assessments
A
B
C
D
VB543510
k. Issues related to ability grouping in
mathematics
A
B
C
D
VB543511
l. Strategies for teaching mathematics
to students from diverse backgrounds
(including English-language learners)
A
B
C
D
VB543512
H1TQRM-BET
Page 9
VC309907
13. Consider all of the professional development activities you participated in during the last
two years. To what extent did you learn about each of the following topics? Fill in one
oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. How students learn reading
A
B
C
D
VC309912
b. Content standards in reading
A
B
C
D
VC309914
c. Curricular materials available in
reading (units, texts)
A
B
C
D
VC309915
d. Instructional methods for teaching
reading
A
B
C
D
VC309917
e. Methods for assessing students in
reading
A
B
C
D
VC309918
f. Preparation of students for district
and state assessments
A
B
C
D
VC309920
g. Strategies for teaching reading to
students from diverse backgrounds
(including English-language learners)
A
B
C
D
VC309921
H1TQRM-BET
Page 10
VE381768
14. During the last two years, did you participate in any of the following professional
development activities related to the teaching of language arts or mathematics?
Language arts refers to reading, writing, literature, and related topics. Fill in one or
more ovals on each line.
Yes, activities
related to
language arts
Yes, activities
related to
mathematics
No
a. College course taken after your
first certification
A
B
C
VE381776
b. Workshop or training session
A
B
C
VE381779
c. Conference or professional
association meeting
A
B
C
VE381781
d. Observational visit to another
school or classroom
A
B
C
VE381785
e. Mentoring and/or peer observation
and coaching as part of a formal
arrangement
A
B
C
VE381786
f. Committee or task force focusing
on curriculum, instruction, or
student assessment
A
B
C
VE381788
g. Regularly scheduled discussion
group or study group
A
B
C
VE381790
h. Teacher collaborative or network,
such as one organized by an
outside agency or over the
Internet
A
B
C
VE381791
i. Individual or collaborative research
A
B
C
VE381793
j. Independent reading on a regular
basis—for example, educational
journals, books, or the Internet
A
B
C
VE381795
k. Co-teaching/team teaching
A
B
C
VE381799
l. Consultation with a subject
specialist
A
B
C
VE381800
H1TQRM-BET
Page 11
VC309922
15. Did you lead any of the activities listed in the previous question (Question 14)?
A Yes
B No
VC191232
16. During the last two years, have you received training from any source in any of the
following areas? Fill in one oval on each line.
No, I am
already
proficient.
No, I
have
not.
Yes
a. Basic computer training
A
B
C
VC191233
b. Software applications
A
B
C
VC191234
c. Use of the Internet
A
B
C
VC191235
d. Use of other technology—for example,
satellite access, wireless Web,
interactive video, closed-circuit television,
videoconferencing
A
B
C
VC191237
e. Integration of computers and other
technology into classroom instruction
A
B
C
VC191238
H1TQRM-BET
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VB556174
17. Do you have special leadership responsibilities for the following subjects at your
school—for example, responsibilities as a mentor teacher, lead teacher, resource specialist,
departmental chair, or master teacher?
Yes
No
a. Reading/language arts
A
B
VB556175
b. Mathematics
A
B
VB556176
VC304724
18. During the last two years, have you participated in activities associated with school
improvement efforts directed at issues such as adequate yearly progress and state
accountability standards?
A Yes
B No
H1TQRM-BET
Page 13
Part II: Classroom Organization and Instruction – Reading
The following questions ask about the organization of your classroom for reading or
language arts instruction. Please think about the reading or language arts class that you
teach when questioned about “reading,” “language arts,” or “reading/language arts.” If you
teach more than one fourth-grade class, please choose a single class to use as the basis for
answering the questions about classroom organization.
If you do not teach reading, English, or language arts, please skip to Part III (mathematics).
VC976461
1. Which best describes your role in teaching reading/language arts to this class? Language
arts refers to reading, writing, literature, and related topics. Fill in one oval.
A I do not teach reading/language arts to this class.
B I teach all or most subjects, including reading/language arts.
C The only subject I teach is reading/language arts.
D We team teach, and I have primary responsibility for teaching reading/language arts.
VB473856
2. How many students are in this class?
A 15 or fewer
B 16–18
C 19–20
D 21–25
E 26 or more
H1TQR-COI
Page 14
VB608498
3. About how much time in total do you spend with this class on language arts instruction
in a typical week? Language arts refers to reading, writing, literature, and related topics.
A Less than 3 hours
B 3–4.9 hours
C 5–6.9 hours
D 7–9.9 hours
E 10 or more hours
VB473859
4. Which best describes how language arts instruction is organized? Language arts refers to
reading, writing, literature, and related topics. Fill in one oval.
A Language arts is taught primarily as a discrete subject with little or no integration
with instruction in other subjects.
B Some language arts instruction is integrated with other subjects, and some language
arts instruction is presented as a discrete subject.
C Language arts lessons are primarily integrated with instruction in other subjects.
VC976462
5. To what extent have you provided instruction in the following in reading/language arts
class so far this year? Fill in one oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. Fiction
A
B
C
D
VC976465
b. Literary nonfiction
A
B
C
D
VC976466
c. Poetry
A
B
C
D
VC976468
d. Exposition
A
B
C
D
VC976469
e. Argumentation and persuasion
A
B
C
D
VC976470
f. Procedural texts and documents
A
B
C
D
VC976471
H1TQR-COI
Page 15
VC976477
6. When reading a story with your students, how often do you ask your students to do the
following? Fill in one oval on each line.
Never or
hardly
ever
Sometimes
Often
Always
or almost
always
a. Summarize the passage
A
B
C
D
VC976480
b. Interpret the meaning of the passage
A
B
C
D
VC976481
c. Question the motives or feelings of
the characters
A
B
C
D
VC976482
d. Identify the main themes of the
passage
A
B
C
D
VC976484
e. Relate the passage, its characters,
and/or its themes to their own lives
A
B
C
D
VC976485
H1TQR-COI
Page 16
VB608499
7. How often do you do the following things as part of reading instruction with this class?
Fill in one oval on each line.
Never or
hardly
ever
Once or
twice a
month
Once or
twice a
week
Almost
every
day
a. Ask students to read aloud
A
B
C
D
VB608500
b. Ask students to write about
something they have read
A
B
C
D
VB608582
c. Give students time to read books
they have chosen themselves
A
B
C
D
VB608585
d. Ask students to do a group activity
or project about what they have read
A
B
C
D
VB608586
e. Ask students to explain or support
their understanding of what they
have read
A
B
C
D
VB608588
f. Watch movies, videos; or listen to
tapes, compact discs
A
B
C
D
VC764960
g. Ask students to make predictions
about what they read as they are
reading it
A
B
C
D
VB608592
h. Ask students to work in a reading
workbook or worksheet
A
B
C
D
VB608583
i. Help students understand new words
A
B
C
D
VB608590
H1TQR-COI
Page 17
VC310622
8. To what extent have you emphasized the following cognitive processes when reading
informational and literary texts in class? Fill in one oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. Locate/Recall
A
B
C
D
VC310623
b. Integrate/Interpret
A
B
C
D
VC310625
c. Critique/Evaluate
A
B
C
D
VC310627
VC976514
9. Are computers available for use by you or your students for reading/language arts
instruction?
A Yes, computers are available to my students and to me.
B Yes, I have access to computers, but my students do not.
C No, neither my students nor I have access to computers at school.
VC976533
10. In your fourth-grade reading/language arts class this year, how often do your students use
a computer or other technological resources to do each of the following? Fill in one oval
on each line.
Never or
hardly
ever
Once or
twice a
month
Once or
twice a
week
Every day
or almost
every day
a. Build and practice vocabulary
A
B
C
D
VC976534
b. Increase reading fluency and
comprehension
A
B
C
D
VC976535
c. Practice spelling and grammar
A
B
C
D
VC976536
d. Access reading-related websites
(for example, websites with lists of
recommended books)
A
B
C
D
VC976539
e. Conduct research for reading projects
A
B
C
D
VC976540
H1TQR-COI
Page 18
VC976542
11. Which of the following statements best describes how well your school system
provides you with the materials and other resources you need for reading/language arts
instruction?
A I do not have the resources I need.
B I have some of the resources I need.
C I have most of the resources I need.
D I have all of the resources I need.
VC976544
12. When you teach reading/language arts to your fourth-grade class, do you do any of the
following? Fill in one oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. Use a different set of methods in
teaching some students
A
B
C
D
VC976545
b. Supplement the regular course
curriculum with additional material
for some students
A
B
C
D
VC976546
c. Pace my teaching differently for
some students
A
B
C
D
VC976547
d. Have some students engage in
different classroom activities
A
B
C
D
VC976548
e. Set different achievement standards
for some students
A
B
C
D
VC976549
H1TQR-COI
Page 19
VC976551
13. How often do you do each of the following with individual students to evaluate their
progress in reading/language arts? Fill in one oval on each line.
Never or
hardly
ever
A few
times a
year
Once or
twice a
month
Once or
twice a
week
Every day
or almost
every day
a. Discuss the student’s
current level of
performance
A
B
C
D
E
VC976552
b. Set goals for specific
progress the student
would like to make
A
B
C
D
E
VC976553
c. Discuss progress the
student has made toward
goals previously set
A
B
C
D
E
VC976554
d. Determine how to adjust
your teaching strategies
to meet the student’s
current learning needs and
to reflect the student’s
future goals
A
B
C
D
E
VC976555
H1TQR-COI
Page 20
Part III: Classroom Organization and Instruction – Mathematics
The following questions ask about the organization of your classroom for mathematics
instruction. If you teach more than one fourth-grade class, please choose a single class to use
as the basis for answering the questions about classroom organization.
If you do not teach mathematics, you have finished the survey. Thank you for your time.
VC311698
1. Which best describes your role in teaching mathematics to this class?
A I do not teach mathematics to this class.
B I teach all or most subjects, including mathematics.
C The only subject I teach is mathematics.
D We team teach, and I have primary responsibility for teaching mathematics.
VB473856
2. How many students are in this class?
A 15 or fewer
B 16–18
C 19–20
D 21–25
E 26 or more
H1TQM-COI
Page 21
VB543515
3. How many hours of mathematics instruction do your students receive in a typical week?
A Less than 3 hours
B At least 3 hours, but less than 5 hours
C At least 5 hours, but less than 7 hours
D 7 or more hours
HE002412
4. Are students assigned to this class by ability?
A Yes
B No
HE001104
5. Do you create groups within this class for mathematics instruction on the basis of
ability?
A Yes
B No
H1TQM-COI
Page 22
HE001130
6. How often do you use each of the following to assess student progress in mathematics?
Fill in one oval on each line.
Never or
hardly
ever
Once or
twice a
year
Once or
twice a
month
Once or
twice a
week
a. Multiple-choice tests
A
B
C
D
HE001131
b. Problem sets
A
B
C
D
HE001132
c. Short (e.g., a phrase or sentence)
or long (e.g., several sentences or
paragraphs) written responses
A
B
C
D
HE001133
d. Individual or group projects or
presentations
A
B
C
D
HE001134
HE001106
7. Approximately how much mathematics homework do you assign to students in this class
each day?
A None
B 15 minutes
C 30 minutes
D 45 minutes
E One hour
F More than one hour
H1TQM-COI
Page 23
VB543554
8. To what extent are students permitted to use calculators during mathematics lessons?
A Unrestricted use
B Restricted use
C Calculators are not permitted
VB535973
9. What kind of calculator do your students usually use during mathematics lessons?
A None
B Basic four-function (addition, subtraction, multiplication, division)
C Scientific (not graphing)
D Graphing
VB535974
10. When you give students a mathematics test or quiz, how often do they use a calculator?
A Never
B Sometimes
C Always
H1TQM-COI
Page 24
VC976178
11. How often do your students use calculators for each of the following purposes? Fill in one
oval on each line.
Never or
hardly
ever
Once or
twice a
month
Once or
twice a
week
Every day
or almost
every day
a. Work along with the whole class on
lessons led by you
A
B
C
D
VC976192
b. “Check their work” on problems
they do on their own
A
B
C
D
VC976193
c. Calculate the answers to problems
they do on their own
A
B
C
D
VC976194
T044600
12. Think about your plans for this mathematics class for the entire year. How much
emphasis did you or will you give each of the following? Fill in one oval on each line.
Little or no Moderate
emphasis emphasis
Heavy
emphasis
a. Numbers and operations
A
B
C
ID110366
b. Measurement
A
B
C
ID110367
c. Geometry
A
B
C
ID110368
d. Data analysis, statistics, and probability
(informal introduction of concepts)
A
B
C
ID110369
e. Algebra and functions (informal introduction of
concepts)
A
B
C
ID110370
H1TQM-COI
Page 25
VB543516
13. Are computers available for use by you or your students?
A Yes, computers are available to my students and to me.
B Yes, I have access to computers, but my students do not.
C No, neither my students nor I have access to computers at school.
VC976197
14. In your fourth-grade mathematics class this year, how often do your students use a
computer or other technological resources to do each of the following? Fill in one oval on
each line.
Never or
hardly
ever
Once or
twice a
month
Once or
twice a
week
Every day
or almost
every day
a. Practice or review mathematics
topics on the computer
A
B
C
D
VC976199
b. Extend mathematics learning
with enrichment activities on the
computer
A
B
C
D
VC976201
c. Research a mathematics topic on
the Internet or CD-ROM
A
B
C
D
VC976202
d. Use a drawing program for
geometric shapes
A
B
C
D
VC976206
e. Play mathematics computer games
A
B
C
D
VC976210
f.
A
B
C
D
VC976211
Use a basic four-function
calculator (addition, subtraction,
multiplication, division)
H1TQM-COI
Page 26
VC976295
15. Which of the following statements best describes how well your school system provides
you with the materials and other resources you need for mathematics instruction?
A I do not have the resources I need.
B I have some of the resources I need.
C I have most of the resources I need.
D I have all of the resources I need.
VC976296
16. When you teach mathematics to your fourth-grade class, do you do any of the following?
Fill in one oval on each line.
Not
at all
Small
extent
Moderate
extent
Large
extent
a. Set different achievement standards
for some students
A
B
C
D
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b. Supplement the regular course
curriculum with additional material
for some students
A
B
C
D
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c. Have some students engage in
different classroom activities
A
B
C
D
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d. Use a different set of methods in
teaching some students
A
B
C
D
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e. Pace my teaching differently for
some students
A
B
C
D
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17. How often do you do each of the following with individual students to evaluate their
progress in mathematics? Fill in one oval on each line.
Never or
hardly
ever
A few
times a
year
Once or
twice a
month
Once or
twice a
week
Every day
or almost
every day
a. Discuss the student’s
current level of
performance
A
B
C
D
E
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b. Set goals for specific
progress the student
would like to make
A
B
C
D
E
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c. Discuss progress the
student has made toward
goals previously set
A
B
C
D
E
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d. Determine how to adjust
your teaching strategies
to meet the student’s
current learning needs and
to reflect the student’s
future goals
A
B
C
D
E
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| File Type | application/pdf |
| File Modified | 2010-03-11 |
| File Created | 2010-03-09 |