University of Tasmania has some work on it

http://www.utas.edu.au/__data/assets/pdf_file/0019/245800/Swim-Practicum-Checklist.pdf

Discripitive survey method will be suitable ...u have to make make scale

In my opinion,the best method to measure school satisfaction towards pre-service teachers or practicum teachers includes 2 parts: 1) A visit of 3 experts to the classroom to see the interaction between the practicum teacher & the students. Why 3? To get better balanced judgment. 2) A final exam, prepared by an external examination board, to see the performance of the students.

When I was a school teacher (1975-1978), I was subjected to similar evaluation. Fortunately, I succeeded & I was promoted then.

The observational method is an effective way to see the extent of active engagements between teachers and their students.

Mock examination is one the way to check the students performence.

Better one practsing teacher and teacher educator observe coup;e of lessons and give separate feed back to pre-service trainee. Trainee too will do self evaluation based on feed back given(This may be tryed) Prof,Rangacharlu

Put together a series of questions in form of a survey and send it out to those mentoring the pre-service/practicum teachers for their opinion. You will also need to do some observation on your own and you can conduct one-on-one interview with a number of randomly selected students in the class.

I hope this direction will be valid for consultation.

A greeting.

https://www.edificacion.upm.es/calidad/encuestas/informe_satisfaccion_pdi-1.pdf

Thank you everyone for the opinion and recommendations. In fact, we practise the followings: 1. classroom observations (3 times), 2. feedback given right after the observations, 3. discuss matters with the school mentors.

we have never actually interviewed the students;  we'll definitely consider that now.

Thank you everyone again and Happy New Year!!

An approach that was used for some time by Griffith is the scheduling of regular breakfast meetings with the mentors / practicum coordinators of our local schools. As an ex-deputy of one of the supervising schools I found these very useful for a number of reasons. Firstly, to build community with other schools supervising students. Secondly, to provide feedback from the university. Thirdly, to listen to new developments in the area of teacher education. Whilst more time consuming and costly than surveys, the positive outcomes from these meetings made them very worthwhile.  Cheers, Kevin.

Try this paper - maybe it will help 

Article Comparative Study on Self-Assessment of Teaching Competencie...

To me, it is best that interviews could be conducted inquiring administrators and supervising teachers views so that an in depth feedback could be gained BUT, this might not mean that the curriculum is effective,

We have to actually look at the content of the curriculum in order to measure its success, for example, the curriculum may contain teaching skills courses and subject matter. Thus, we need to measure students' attainment/display of the courses' outcome as well, besides the school's feedback so that it will be reflective of the whole curriculum. 

I think that an important component of assessment as to the effectiveness of curriculum for preservice teachers is to involve them directly in the "assessment." One good way is for them to keep journals of their experiences in the classroom. These can be guided by questions from the college instructor. Surveys are also good measures, especially when the same or similar surveys are given to preservice teachers, their cooperating teachers, and some of the students themselves. How do the answers match up?

I think it's important to move away from assessing preservice teachers in a manner that treats them as laboratory mice. My experience has shown that if I ask direct questions about the curriculum and how it "works" in the classroom, I will get answers from the preservice teachers themselves. They are often anxious for their college mentors to listen to them and to value their input in the planning and assessment process.

I think the challenge would be objectivity on the part of school administrators.. I think this because the expectations of educational leadership will vary based on the personality of the leadership members. In addition, a given University Program expectations may be more rigorous than the school expectations. I

f the University wants to know if a given school is truly satisfied with preservice or student teachers, it might be a good idea prepare a survey and in the survey include questions about previous experiences as well as what they would consider to be "ideal."  I would suggest surveying staff as well as administrators. It would have to be something that is not time consuming with online and paper options.

The following is a suggestion that can be used; First through a questionnaire to teacher trainee on school practice. If the questionnaire is well framed, capturing all issues of teaching practice like, guidance from class teachers in topics to be taught, schemes of work on those particular topics, the lesson plans on those topics. The practicing teacher can evaluate the trainees aims and objectives in the schemes of work and lesson plans, the content and methods to achieve the objectives, the materials used to teach. Lesson observation by the practicing teachers is an important factor. The trainee participation in other activities like games and sports, clubs in the schools, attending to parents who visit the school.

End of month examinations as well as end of term examinations. with the supervision of the practicing teachers.

Talking to the students/pupils in the school, their narratives will reveal a lot to the evaluation of the trainees contribution.

A Focus group discussion with the teachers in the school will reveal how the teacher trainees have performed and their usefulness.

Using the above methods the schools can assess how useful lthe teacher trainees are to the school

I would say that it us important that all the stakeholders, learners, colleagues and peers  are factored into this. In terms of approach, I would say that a mixed method approach which will use multiple tools including interviews, discussions, observations and questionnaires would come in handy. Perhaps in the spirit of mixed methods, quantitative data could and should come from exam performance, although I personally feel that this tells only a small part of the story

I would also say a mixed methods approach. Questionnaire can be used to explored shared views of teachers, school pupils (if ethical issues are resolved), school leaders and administrative staff while semi-structured interviews can be used to tease out the nuances of the participants' views. More qualitative data can also be documented through observation and case studies in selected few schools.

I absolutely agree with Gordon, perhaps 360 degree appraisal  is the best way to measure the level of satisfaction effectively. especially, if you really need to evaluate the effectiveness of that Diploma TESL to primary schools, Regards.

You may use many data tools. But it is important that what is control varialbes?

So, unsuccesful and succesfull students' satisfaction is not same. In my opinions, it is best important point, you have to think control variable and it must be fixed statisically ( ANCOVA).

best regards

Nice Dear Ayman Hefnawi