Supporting Teacher Candidates of Color to Full Licensure: Performance Assessments + (Poster 5)

• In Event: A University System Transforming Teacher Preparation Through Initiatives to Recruit, Support, and Retain BIPOC Teachers

Abstract

When moving towards greater educational possibilities for all teacher candidates (TCs), how do we ensure that the professional goals and social emotional needs of our TCs of color (TCOCs) are met? This was at the heart of our campus’s goal to increase the percentage of candidates submitting performance assessments during their practicum semester from 75% to 90% with a similar or increased pass rate by the end of our year one, with TCOC subgroups not disproportionately represented among non-submitters & non-passers.


Recruitment, retention and development of high-quality teachers is essential in constructing educational possibilities for all students (Darling-Hammond, 2010). However, challenges in teacher recruitment and retention persist in: 1) “hard-to-staff” high-poverty schools with majority students of color (SOCs); and 2) recruiting and retaining teachers of color (TOCs) (Achinstein et al., 2010; Ronfeldt et al., 2016). While data on performance assessments as a barrier to TCOC success is mixed (Carter Andrews et al., 2019), important concerns have been raised about the “rigor” and “objectivity” of performance assessments (Dover & Schultz, 2016) and how performance assessments may disproportionately be a barrier for TCOCs pursuing licensure (Ayers et al., 2022).


We first determined factors that potentially served as barriers to performance assessment and student teaching success, and developed a plan to offer more structured support to TCOCs through an optional student teaching course focused on key performance assessment elements, with submission deadlines. We offered two sections: one focused solely on performance assessment and a second with an added focus on CRSP and social emotional support. Both courses gave priority to TCOCs and offered guidance and deadlines for performance assessments.

Data sources included: pre-/post- TC survey data on familiarity with key concepts assessed within the performance assessment and confidence in completing student teaching and passing the performance assessment, qualitative well-being data through ongoing check-ins, and data on performance assessment submission and pass rates for TCs.

Data indicated that submission and pass rates for Cycle 1 of the 2-cycle state performance assessment was higher among students in the performance assessment support course. For Cycle 2, submission rates were three times higher, but pass rates slightly lower for students in the support course than for non-enrolled students (See Table 1). While pass rates were lower for support course students, they were higher than previous semester mean pass races Support course participants also grew overall in their confidence. While one instructor had significantly more knowledge of performance assessments, the second instructor integrated more explicit CRSP practices and modeling. Students across both sections performed equally.

Our work revealed the potential impact of a (performance assessment) support course both on submission rates and confidence during student teaching. These courses may have greater potential impact when instructors model core practices. Through progress monitoring, building learning communities, and providing multiple supports for TCOCs, we can more fully support successful entry into the profession.

Authors

• Betina Hsieh, University of Washington

• Rebecca M. Bustamante, California State University - Long Beach

• Lisa Isbell, California State University - Long Beach

• Nina Wooldridge, California State University - Long Beach