Evidence of Excellence: Using Data to Elevate Teacher Preparation in Texas

• In Event: 28.086 - Teaching. Learning. Leading. Models and Examples of Teacher Leaders Using Research to Impact Education Policy

Abstract

Texas teachers report that poor teacher preparation is having a negative impact on student performance in Texas—especially when underprepared teachers drop out of the classroom.
Texas serves more than five million students, of whom almost 60 percent are economically disadvantaged. There are over 340,000 teachers, prepared primarily by 136 different educator preparation providers in Texas. These programs individually collect data on their candidates’ performance, and, the state collects information from the programs. Despite the current collection of data, prospective teacher candidates do not have an easy means of comparing the success and quality of programs to each another.

This study sought direct input from teachers on what types of data would provide aspiring teachers with the information needed to choose quality educator preparation programs (EPPs) that prepare their candidates for the classroom.

What information do teachers typically use to determine which preparation program to attend? What measures, information, and data do teachers believe are the best descriptors and indicators of quality of educator preparation programs? What weight and importance do teachers assign to various measures and data on educator preparation programs as indicators of quality? On what measures would teachers seek to grade the quality of educator preparation programs?

To answer these questions, we reviewed the types of data measures used in other states to determine EPP quality. We conducted focus groups and administered surveys across Texas asking teachers (n = 255) to analyze the indicators and provide their input on which best determine EPP quality. Teachers rated the importance of 12 different indicators as well as suggested additional indicators and considerations.

In this study we found teachers relied on reputation, relevant teaching experience, and flexibility when choosing which programs to attend. The study also found that teachers believe that an EPP’s data on “impact on student learning,” “demonstrated teaching skill,” “pedagogical knowledge,” and “mastery of teaching subjects” should be made publicly available. Teachers shared that data should be collected and published in an accessible format for prospective teacher candidates. Teachers also consider that programs should be held accountable by the state to those same indicators. The recommendations included in the paper center around transparency, accessibility, and accountability for educator preparation programs around data measures. The spirit of the recommendations is to empower prospective teachers to choose programs that will better serve their future students.

Author

• Anthony Bryan Castro