Clinical Practice: A Critical Piece of Teacher Preparation

• In Event: 21.035 - What Is the Impact of Teacher Education? Research on the Effectiveness of Completers During Induction

Abstract

Purpose
This study examines the extent to which program completers effectively apply the knowledge, skills, and dispositions that the program was designed to achieve. The mixed methods pilot study explored the impact the EPP’s redesigned clinical program had on perceptions of completers from 1 to 5 years employed, to determine the extent to which completers have a positive impact on their P-12 students’ academics, and to identify areas of strength or improvement relative to the program provided by the EPP.
Current teacher standards (Kentucky EPSB, 2018) convey that teachers demonstrate specific skills as a teacher. This framework builds the standards for classroom success.. These standards are used in the evaluation and assessment of a teacher for continued certification.

Perspective
“If how pre-service teachers are trained is critical to the long-term success of P-12 institutions, then how does this program measure up to this challenge?”

Method of Inquiry
The first phase of this project consisted of planning sessions. Priorities were: 1) the type of completer data needed, 2) identification of the completers and 3) development of instruments to be used. Phase two consisted of gathering data and completing Collaborative Institutional Training Initiative training. Phase three included seeking support from principals and obtaining IRB permission. Phase four was observations, surveys, and related assessment data submitted. Phase five, data was coded and disaggregated for themes. Phase six consisted of reporting data to the EPP stakeholders and developing next steps. Participants were identified as recent (1 – 5 years) program completers employed in a school setting who volunteered for the study. Participants were selected to reflect the variety of licensure areas of the EPP. Attention was given to certification levels and school demographic data. School organizational types included one school as an independent district, one as a large county system, and one as a laboratory school. The pilot sample was 75% female and 25% male.

Data Sources
Information obtained from direct observations, teacher self-reports, and student voice surveys were compared to form a comprehensive picture of the EPP’s completers’ effectiveness with respect to academic impact. The data will help the EPP identify program strengths and weaknesses related to our preparation programs.

Results
The overall completers’ perception of their education program is “good” or “excellent” for the majority of the completers surveyed. Based on data related to the pilot completers, the average scores for positive impact in each of the seven constructs is mostly positive. The survey is directly related to the perceptions of the P-12 students’ and the impact the completer teacher has on P-12 learning in the pilot classroom.

Significance
Results indicate completers create and maintain their learning climate and demonstrate technology in the classroom. Completers also effectively demonstrate collaboration skills with colleagues, parents and other education stakeholders. Areas of concern reported by the program completers included indicators related to implementation and management of instruction. Lack of deep understanding of differentiation and how to plan for multiple students’ needs related to ensuring learning targets are met was a general concern of all completers.
 

Authors

• Stella Ann Burns, Eastern Kentucky University

• Connie Hodge, Eastern Kentucky University

• James Dantic, Eastern Kentucky University

• Peggy Petrilli, Eastern Kentucky University