Educator preparation programs in Texas are held to an extensive accountability system established by the Texas Education Agency (TEA) and State Board for Educator Certification (SBEC) with the goal of preparing effective teachers for Texas classrooms. One component of the accountability system includes the utilization of surveys designed to measure educator preparation program effectiveness. The purpose of this study was two-fold. First, this study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. With the concept that educator preparation programs in Texas, whose faculty and staff are guided by ATE Standards for Teacher Educators, prepare future teachers in accordance with the TAC Educator Preparation Program Curriculum Standards who are then tested on the PPR exam, the results of this analysis provide valuable information about how well Texas teachers are being prepared for today’s classrooms. Further, as an accountability tool, survey questions must align with standards established for teacher preparation. This analysisprovides additionally important information about the validity of survey questions as a measure of standards compliance. Secondly, this study sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation in the areas of classroom environment, instruction, students with disabilities, limited English proficient students, and technology integration. Existing survey response data collected from the TEA was randomized for analysis. In order to appropriately test each hypothesis, a One-Way Multivariate Analysis of Variance (MANOVA) was conducted. Findings indicated that survey questions quite poorly reflect the three sets of standards. Additionally, there were significant differences between Exit Survey results and Principal Survey results in all six areas of preparation evaluated, further validating concerns of preparation programs’ failure to connect training with the realities of practice. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
July 26th, 2016
The right to download or print any of the pages of this dissertation (Material) is granted by the copyright owner only for personal or classroom use. The author retains all proprietary rights, including copyright ownership. Any reproduction or editing or other use of this Material by any means requires the express written permission of the copyright owner. Except as provided above, or any use beyond what is allowed by fair use (Title 17 Section 107 U.S.C.), you may not reproduce, republish, post, transmit or distribute any Material from this web site in any physical or digital form without the permission of the copyright owner of the Material. Inquiries regarding any further use of these materials should be addressed to Administration, Jernigan Library, Texas A&M University-Kingsville, 700 University Blvd. Kingsville, Texas 78363-8202, (361)593-3416.