Ashley Bonte EDTE 650 Fall 2013 Analysis on Character Skills-Teachers Population Surveyed I originally surveyed only four

teachers. After the results, I decided to send it out to a broader group of teachers to verify the original results. 34 teachers in kindergarten through fifth grade participated in this survey. All teachers teach at Midway Elementary and only 3 of these teachers were not present at the training on the twenty-first centuryskills for global citizens last fall. Survey Decisions My original goal was to compare the results that I received from first year teachers to that of seasoned teachers. However, the difference was unnoticeable. Instead, I changed my approach and opened the survey up to all teachers. I noticed that there was not a difference between new and old teachers. Instead, there were a lot of similarities between teachers of the upper grade levels. From here, I have decided to change my approach and do a technology training to increase collaboration on these skills rather than simply provide resources for teaching the character skills for teachers. Survey Results My results followed what I was thinking for the most part. In appendix A, you can see that most teachers are able to recognize the character skills right off. With three teachers being new this year and only four teachers missing these questions, it does not seem to be a big concern on knowing what the character skills are. Appendix B is very similar to appendix A. While fewer teachers got the question correct, they all recognized a wrong answer and did not choose it. Once again, I was very impressed with the ability to pick out the specific character skills that Midway Elementary is asking teachers to implement. All of the chosen skills are a type of vocabulary use din some character education program. However, they are not the specific ones that our students are focusing on. The next graph shows our third question, which really addresses the teachers basic confidence level and knowledge of the 10 character skills. Overall, teachers are very confident that they cane name almost all 10. I was very surprised by this. It took me a couple months of teaching the skills to get them down, and even know, I have to look them up when trying to remember them. The teachers confidence level and knowledge on this is great, so I can focus on a training for them that goes even deeper. The next question asks how often teachers teach the character skills. As you may notice from the chart, teacher responses were all over the place. Some teachers are teaching it as little as once a week while other integrate it daily. This help me set the goal of finding a way to get teachers more consistent and using the character skills on a daily basis. My final question, addressed in appendix E, asked teachers what type of training they would like. If I am offering a training on something that teachers do not see value in, they will not benefit. Therefore, I decided to ask and see what they set as a priority.

This also has me thinking. Most teachers are not concerned about Common Core or with the content. Instead, they realize the importance of technology training and some also showed interest in learning more about the character skills. Because of this, I would like to research ways that I can integrate character training and technology into one.

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E