Evaluating Intake Variables for a Teacher Education Program: Improving Student Success and Faculty Workload

• In Event: Poster Session 9
  In Poster Session: Innovative Initiatives in Teacher Education

Abstract

This paper reports on the effectiveness of intake variables used by a post-degree teacher education program to select candidates for entry into the program. This mixed-methods study examined comparisons between intake variables (GPA, written response, work experience, reference letters, academic preparation, and interviews) and both faculty mentor and student teacher (self) ratings of student performance at the end of final practicum. While results reveal correlations between specific variables, student demographics, and practicum success they also identify those variables that: (a) measure different competencies, (b) strongly correlate with other variables resulting in redundancy, and (c) are unreliable and invalid. Implications for faculty workload are examined.

Authors

• Sheryl Lynn MacMath, University of the Fraser Valley

• Barbara Salingre, University of the Fraser Valley