Science C.O.R.E Teacher Training Survey 2014-15

To assess the effectiveness of the Science workshop provided at the C.O.R.E. Academy Training by Region One GEAR UP, please complete the following survey. We appreciate you taking time to respond to these questions.

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* Please Enter:

Date

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* Grade Level:

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* School District:

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* Campus:

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* 1. Did you participate in the GEAR UP Science C.O.R.E. Training workshop provided by Region One during the C.O.R.E Teacher Academy in July 2014?

Yes

If you answered “NO” to QUESTION 1, please STOP.
If you answered “YES” to QUESTION 1, please CONTINUE.

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* 2. How many years have you been teaching science?

Less than 5 years

5 years or more, but less than 10 years

10 years or more, but less than 15 years

15 years or more, but less than 20 years

20 years or more

I do not teach science

Please answer the following questions. If the question does not apply to you, please indicate “not applicable” as your choice.

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* 3. How well did your participation in the GEAR UP Science C.O.R.E. Training workshop prepare you to help cohort students to:

	Significantly	Adequately	Somewhat	Remains the same	Not applicable
Increase their interest in science	Increase their interest in science Significantly	Increase their interest in science Adequately	Increase their interest in science Somewhat	Increase their interest in science Remains the same	Increase their interest in science Not applicable
Learn scientific concepts	Learn scientific concepts Significantly	Learn scientific concepts Adequately	Learn scientific concepts Somewhat	Learn scientific concepts Remains the same	Learn scientific concepts Not applicable
Develop analytical and scientific skills	Develop analytical and scientific skills Significantly	Develop analytical and scientific skills Adequately	Develop analytical and scientific skills Somewhat	Develop analytical and scientific skills Remains the same	Develop analytical and scientific skills Not applicable
Learn how to address and solve scientific problems	Learn how to address and solve scientific problems Significantly	Learn how to address and solve scientific problems Adequately	Learn how to address and solve scientific problems Somewhat	Learn how to address and solve scientific problems Remains the same	Learn how to address and solve scientific problems Not applicable
Learn how to reason scientifically	Learn how to reason scientifically Significantly	Learn how to reason scientifically Adequately	Learn how to reason scientifically Somewhat	Learn how to reason scientifically Remains the same	Learn how to reason scientifically Not applicable
Learn how scientific ideas connect with one another	Learn how scientific ideas connect with one another Significantly	Learn how scientific ideas connect with one another Adequately	Learn how scientific ideas connect with one another Somewhat	Learn how scientific ideas connect with one another Remains the same	Learn how scientific ideas connect with one another Not applicable
Prepare for further study in science	Prepare for further study in science Significantly	Prepare for further study in science Adequately	Prepare for further study in science Somewhat	Prepare for further study in science Remains the same	Prepare for further study in science Not applicable
Learn to explain scientific ideas effectively	Learn to explain scientific ideas effectively Significantly	Learn to explain scientific ideas effectively Adequately	Learn to explain scientific ideas effectively Somewhat	Learn to explain scientific ideas effectively Remains the same	Learn to explain scientific ideas effectively Not applicable
Learn to conduct scientific experiments with accuracy	Learn to conduct scientific experiments with accuracy Significantly	Learn to conduct scientific experiments with accuracy Adequately	Learn to conduct scientific experiments with accuracy Somewhat	Learn to conduct scientific experiments with accuracy Remains the same	Learn to conduct scientific experiments with accuracy Not applicable
Prepare for standardized tests	Prepare for standardized tests Significantly	Prepare for standardized tests Adequately	Prepare for standardized tests Somewhat	Prepare for standardized tests Remains the same	Prepare for standardized tests Not applicable

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* 4. To what extent did your participation in GEAR UP Science C.O.R.E. Training workshop enable you to:

	Significantly	Adequately	Somewhat	Remains the same	Not applicable
Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS)	Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS) Significantly	Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS) Adequately	Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS) Somewhat	Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS) Remains the same	Improve understanding and implementation of the Texas Essential Knowledge and Skills (TEKS) Not applicable
Help students apply higher level skills in various scientific concepts	Help students apply higher level skills in various scientific concepts Significantly	Help students apply higher level skills in various scientific concepts Adequately	Help students apply higher level skills in various scientific concepts Somewhat	Help students apply higher level skills in various scientific concepts Remains the same	Help students apply higher level skills in various scientific concepts Not applicable
Assist students to understand challenging scientific problems	Assist students to understand challenging scientific problems Significantly	Assist students to understand challenging scientific problems Adequately	Assist students to understand challenging scientific problems Somewhat	Assist students to understand challenging scientific problems Remains the same	Assist students to understand challenging scientific problems Not applicable
Help students to record, represent, and analyze scientific data	Help students to record, represent, and analyze scientific data Significantly	Help students to record, represent, and analyze scientific data Adequately	Help students to record, represent, and analyze scientific data Somewhat	Help students to record, represent, and analyze scientific data Remains the same	Help students to record, represent, and analyze scientific data Not applicable
Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students	Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students Significantly	Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students Adequately	Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students Somewhat	Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students Remains the same	Meet the diverse needs of ELL, underrepresented, and economically disadvantaged students Not applicable
Increase student participation in the classroom	Increase student participation in the classroom Significantly	Increase student participation in the classroom Adequately	Increase student participation in the classroom Somewhat	Increase student participation in the classroom Remains the same	Increase student participation in the classroom Not applicable
Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum	Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum Significantly	Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum Adequately	Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum Somewhat	Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum Remains the same	Incorporate lesson plans and project-based activities into a TAKS standards-based curriculum Not applicable
Increase students’ interest in science	Increase students’ interest in science Significantly	Increase students’ interest in science Adequately	Increase students’ interest in science Somewhat	Increase students’ interest in science Remains the same	Increase students’ interest in science Not applicable
Evaluate students proficiency in science	Evaluate students proficiency in science Significantly	Evaluate students proficiency in science Adequately	Evaluate students proficiency in science Somewhat	Evaluate students proficiency in science Remains the same	Evaluate students proficiency in science Not applicable

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* 5. BEFORE attending GEAR UP Science C.O.R.E. training, how often did you do each of the following:

	Often	Sometimes	Rarely	Not at all	Not applicable
Introduce content through formal presentations	Introduce content through formal presentations Often	Introduce content through formal presentations Sometimes	Introduce content through formal presentations Rarely	Introduce content through formal presentations Not at all	Introduce content through formal presentations Not applicable
Do hands-on/laboratory science activities or investigations	Do hands-on/laboratory science activities or investigations Often	Do hands-on/laboratory science activities or investigations Sometimes	Do hands-on/laboratory science activities or investigations Rarely	Do hands-on/laboratory science activities or investigations Not at all	Do hands-on/laboratory science activities or investigations Not applicable
Engage the whole class in discussions	Engage the whole class in discussions Often	Engage the whole class in discussions Sometimes	Engage the whole class in discussions Rarely	Engage the whole class in discussions Not at all	Engage the whole class in discussions Not applicable
Require students to supply evidence to support their scientific inquires	Require students to supply evidence to support their scientific inquires Often	Require students to supply evidence to support their scientific inquires Sometimes	Require students to supply evidence to support their scientific inquires Rarely	Require students to supply evidence to support their scientific inquires Not at all	Require students to supply evidence to support their scientific inquires Not applicable
Ask students to explain concepts to one another	Ask students to explain concepts to one another Often	Ask students to explain concepts to one another Sometimes	Ask students to explain concepts to one another Rarely	Ask students to explain concepts to one another Not at all	Ask students to explain concepts to one another Not applicable
Help students see connections between science and other disciplines	Help students see connections between science and other disciplines Often	Help students see connections between science and other disciplines Sometimes	Help students see connections between science and other disciplines Rarely	Help students see connections between science and other disciplines Not at all	Help students see connections between science and other disciplines Not applicable
Work on extended science investigations or projects (a week or more duration)	Work on extended science investigations or projects (a week or more duration) Often	Work on extended science investigations or projects (a week or more duration) Sometimes	Work on extended science investigations or projects (a week or more duration) Rarely	Work on extended science investigations or projects (a week or more duration) Not at all	Work on extended science investigations or projects (a week or more duration) Not applicable
Read and comment on the reflections students have written (e.g. in their journals)	Read and comment on the reflections students have written (e.g. in their journals) Often	Read and comment on the reflections students have written (e.g. in their journals) Sometimes	Read and comment on the reflections students have written (e.g. in their journals) Rarely	Read and comment on the reflections students have written (e.g. in their journals) Not at all	Read and comment on the reflections students have written (e.g. in their journals) Not applicable

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* 6. AFTER attending the GEAR UP Science C.O.R.E. training, how often did you do each of the following:

	Often	Sometimes	Rarely	Not at all	Not applicable
Introduce content through formal presentations	Introduce content through formal presentations Often	Introduce content through formal presentations Sometimes	Introduce content through formal presentations Rarely	Introduce content through formal presentations Not at all	Introduce content through formal presentations Not applicable
Do hands-on/laboratory science activities or investigations	Do hands-on/laboratory science activities or investigations Often	Do hands-on/laboratory science activities or investigations Sometimes	Do hands-on/laboratory science activities or investigations Rarely	Do hands-on/laboratory science activities or investigations Not at all	Do hands-on/laboratory science activities or investigations Not applicable
Engage the whole class in discussions	Engage the whole class in discussions Often	Engage the whole class in discussions Sometimes	Engage the whole class in discussions Rarely	Engage the whole class in discussions Not at all	Engage the whole class in discussions Not applicable
Require students to supply evidence to support their scientific inquires	Require students to supply evidence to support their scientific inquires Often	Require students to supply evidence to support their scientific inquires Sometimes	Require students to supply evidence to support their scientific inquires Rarely	Require students to supply evidence to support their scientific inquires Not at all	Require students to supply evidence to support their scientific inquires Not applicable
Ask students to explain concepts to one another	Ask students to explain concepts to one another Often	Ask students to explain concepts to one another Sometimes	Ask students to explain concepts to one another Rarely	Ask students to explain concepts to one another Not at all	Ask students to explain concepts to one another Not applicable
Help students see connections between science and other disciplines	Help students see connections between science and other disciplines Often	Help students see connections between science and other disciplines Sometimes	Help students see connections between science and other disciplines Rarely	Help students see connections between science and other disciplines Not at all	Help students see connections between science and other disciplines Not applicable
Work on extended science investigations or projects (a week or more duration)	Work on extended science investigations or projects (a week or more duration) Often	Work on extended science investigations or projects (a week or more duration) Sometimes	Work on extended science investigations or projects (a week or more duration) Rarely	Work on extended science investigations or projects (a week or more duration) Not at all	Work on extended science investigations or projects (a week or more duration) Not applicable
Read and comment on the reflections students have written (e.g. in their journals)	Read and comment on the reflections students have written (e.g. in their journals) Often	Read and comment on the reflections students have written (e.g. in their journals) Sometimes	Read and comment on the reflections students have written (e.g. in their journals) Rarely	Read and comment on the reflections students have written (e.g. in their journals) Not at all	Read and comment on the reflections students have written (e.g. in their journals) Not applicable

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* 7. To what extent have you used the following resources for classroom instruction:

	Very frequently	Frequently	Average	Below average	Do not implement
Region One ESC GEAR UP site (http://www.esc1.net/gearup)	Region One ESC GEAR UP site (http://www.esc1.net/gearup) Very frequently	Region One ESC GEAR UP site (http://www.esc1.net/gearup) Frequently	Region One ESC GEAR UP site (http://www.esc1.net/gearup) Average	Region One ESC GEAR UP site (http://www.esc1.net/gearup) Below average	Region One ESC GEAR UP site (http://www.esc1.net/gearup) Do not implement
Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.)	Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.) Very frequently	Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.) Frequently	Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.) Average	Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.) Below average	Region One ESC GEAR UP iTunes U (iBooks, courses, videos, etc.) Do not implement
Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup)	Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup) Very frequently	Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup) Frequently	Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup) Average	Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup) Below average	Region One ESC GEAR UP Pinterest site (http://Pinterest.com/regiononegearup) Do not implement