Reshaping Perceptions Through Experiences: Recruiting, Promoting, and Retaining High-Quality Educators for Urban Districts

• In Event: Situating Gender and Race in Teacher Recruitment and Retention: Implications for Sustaining Agency

Abstract

Objectives/Purpose
This paper addresses the University of Wisconsin Institute for Urban Education (UW-IUE) Program in Milwaukee, Wisconsin that recruits teacher candidates to complete their capstone preservice experience within the Milwaukee Public Schools. The majority of the UW-IUE participants come from racially, culturally, and linguistically homogeneous homes and campuses. The purpose of this outcomes analysis was to assess the UW-IUE’s programmatic impact on teacher candidates’ perceptions and beliefs, as it relates to their cultural awareness, understanding, and pedagogical self-efficacy.

Perspective/Theoretical Framework
Since teachers’ perceptions are altered through their beliefs, it is imperative to pay attention to existing belief systems to facilitate perception shifts during teacher preparation programs. We define perceptions as the way an individual feels, thinks about, and/or understands someone or something. Beliefs are the “socially constructed representational systems people use to interpret and act upon the world” (Rust, 1994, p. 206).

Methodology and Data Sources
The UW-IUE research project is a mixed-method case study that analyzes data collected between 2014-2017. The data was analyzed quantitatively and qualitatively in response to the following guiding question: “In what way(s) did the UW-IUE experience(s) engage teacher candidates in a process of reflecting on and or confronting their perceptions and beliefs of urban schools, students, and communities?” The qualitative data (open-ended course/program evaluations) were examined using a three-stage analytic process in relation to the three overarching domains from our conceptual framework. The quantitative data includes program evaluations, and pre- and post examinations of an original instrument: the Teacher Candidate – Cultural Awareness, Relevancy, and Efficacy Scale (TC-CARES). TC-CARES survey analyses -- paired t-tests, a one-way between subjects ANOVA -- centered on analyzing the domains and the course/program evaluation.

Results
We consistently detected significant improvements with large effect sizes (exceeding one standard deviation of the difference score, i.e., Cohen’s d > 1.0) for pre-/post-tests on all three domains measured by the TC-CARES. We saw shifts in perspectives regarding the three sub-domains from assignments and course/program evaluations. Peer reflection and community engagement were consistently the most valuable and most effective parts of the UW-IUE program. The one-way ANOVA results indicated a significant effect of semester activities on preparedness at the p <. 05 level [F(2, 48) = 10.6, p < .001]. Results indicate a significant improvement over time in the effect of the UW-IUE program on Teacher Candidates’ perceptions, beliefs, and preparedness for work in urban school communities.

Significance
Organizing service learning events that allowed teacher candidates to participate alongside other experienced cultural community organizations was by far the most effective way to guarantee that students would engage within the urban community. This level of engagement challenged students’ negative perceptions and beliefs and introduced them to new perceptions; thus, redefining their beliefs.

Authors

• Laura Krystal Porterfield, University of Wisconsin-Whitewater

• Tracey Nix, University of Wisconsin System Institute for Urban Education

• Luciana Cancado, Curriculum Associates

• Nina Linneman, University of Wisconsin - Milwaukee