An Unfinished Canvas: Teacher Preparation, Instructional Delivery, and Professional Development in the Arts

Based on surveys, interviews, and secondary data analyses, identifies deficiencies in teacher preparation, instruction, and development in the arts in California, and recommends minimum training requirements and support for professional development

A comparative analysis of method of credentialing and teaching and teaching style

There are two major styles of teaching: teacher-centered and student-centered. The purpose of this project was to determine if the method of credentialing influences whether a teacher uses more teacher-based or student-based instructional methods

New Generation of Educators Initiative: Reform Focus at Comprehensive Grant Sites

This first analysis of the early NGEI work at comprehensive grant campuses shows that collectively campuses are working across points on the pipeline to address the need for teachers who are better prepared to effectively teach to the new standards. While the bulk of the NGEI reform efforts are targeted at teacher preparation program reform, we see NGEI campuses reaching as far back as high school to cultivate early interest in, and preparedness for, teaching in response to local conditions such as limited candidate pools.Within teacher preparation, the early NGEI work of campuses is primarily clustered around the reform of the teacher preparation program coursework and clinical work (reflecting the first and third Key Transformation Elements). Partnerships with districts are at various stages of development and, in several cases, are focused primarily at the school level. A few campuses are reforming the formative feedback process for candidates through their NGEI work (Element 4). Work with district partners on the identification of the key skills, knowledge, and dispositions of well-prepared new teachers (Element 2) and work on continuous improvement based on data on candidates and program completers (Element 5) are less prominent in the NGEI work to date.As campuses clear the hurdle of launching their reforms in the summer and fall and look toward the next phase of NGEI funding, the evaluation (WestEd/SRI) and the facilitation (ConnectEd) teams are poised to provide support to grantees on the Key Transformation Elements that are not yet fully developed across all comprehensive sites, that is:* Partnerships with K–12 district partners to align programming as much as possible.* Shared understandings with K–12 district partners about the key knowledge, skills, and dispositions of a well-prepared new teacher that are used to inform teacher preparation program elements.* Feedback to candidates on their mastery of prioritized skills during preparation.* Data on candidate progress toward mastery of identified knowledge and practices during their training and after program completion.Specifically, ConnectEd is available to assist with implementation coaching and support for comprehensive campus teams and can support the work with K–12 partners.In addition to providing ongoing formative evaluation work across the comprehensive grant sites, the WestEd/SRI team can provide technical support for grantees to assist with the development of high-quality data on candidate progress toward mastery of identified knowledge and practices during their training and after program completion. The data inventories that the evaluation team developed for each campus show that there are opportunities to: a) enhance the quality of existing data, b) improve access to those data, and c) develop new data sources targeted toward the measurement of prioritized skills and knowledge for formative feedback to candidates. In the coming months, the evaluation team will also be seeking opportunities to bridge the system-level work described above in Box 1 with campus efforts to strengthen systems for continuous improvement.

Subject-Matter Coursework vs. Subject-Matter Exams (A Situational Analysis)

Year after year, the Commission on Teacher Credentialing receives a significant number of applicants from those who want to teach in the State of California. Focusing on one of the critical concerns of low student performance and academic achievement begins with identifying potential problems within the education system, such as a lack of quality or best-fit educators in California. Becoming a teacher in the State of California has demonstrated many areas where the credentialing criterion may contain the answers to achieving higher standards and expectations from our youths in California. Incorporating subject-matter exams onto the list of teacher credentialing criteria offers an alternative option for teacher candidates who do not possess subject-matter coursework as it is also a way to fill the teacher shortage in California. One adjustment to credentialing requirements necessary to earn a teaching credential could change the entire dynamic of today’s education in California and the future of our students. Furthermore, recommendations to eliminate subject-matter examinations to satisfy teacher credentialing criteria would reduce the number of untrained and inexperienced teachers in California’s classrooms and replace them with a pool of educators who are well-equipped with tools and strategies necessary for making the grade with the state

No. 12, October 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession

This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can be realized. Given these findings, the authors propose three recommendations to help state and local policy actors develop a coherent and sustainable bilingual teacher education system: (1) Ensure adequate investments in California’s multilingual workforce; (2) Expand multilingual/dual language teacher credential/authorization programs and testing options; and (3) Intentionally develop multilingual/dual language programs, and provide the encouragement and support needed to promote successful multilingual/dual language teachers and leaders.https://digitalcommons.lmu.edu/ceel_education_policybriefs/1013/thumbnail.jp

Teacher Qualifications and Middle School Student Achievement

This research examines whether teacher licensure test scores and other teacher qualifications affect middle school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in reading or math. Similarly, licensure test scores in general aptitude, subject-matter knowledge, and reading pedagogy had no significant effects on student achievement. Teachers with elementary school credentials had slightly better success in the classroom than did teachers with secondary school credentials

The Experiences of Novice Elementary School Teachers in California

During the past 10 years, obtaining and retaining qualified teachers have become increasingly difficult. Previous research has focused on the experiences of veteran teachers but has neglected to study the experiences of novice teachers. Using semistructured interviews, this qualitative study explored the experiences of eight novice teachers with a maximum of two completed years of teaching service. Through the use of flyers and participant referrals, the snowballing sampling strategy was used to recruit participants. The Colaizzi method was used to collect, interpret, and analyze the data. Five thematic results were found that were related to teacher experiences with required trainings, professional development activities, and preparation programs. These results indicated that novice teachers found the required assessments stressful. There were either no required professional development activities/trainings or the activities and trainings were insufficient. Participants highlighted the value of teaching programs that provided hands-on experiences and guided practice. Most participants were motivated to become teachers through prior experience. Overall experiences with other teachers were mostly positive. The findings from this study can contribute to positive social change by highlighting the need to continuously monitor and adjust variables that continue to impact teachers. This research is designed to encourage education stakeholders in the state of California to review the data associated with high teacher attrition rates, and to inform them of the experiences of new teachers, as a means of providing a starting point for the creation of new programs that would be beneficial in enhancing the overall field of education. This will lead to the transformation of the culture of individual school environments and other educational institutions

THE AFRICAN AMERICAN AND THE CALIFORNIA BASIC SKILLS REQUIREMENT FOR TEACHING

This study examines why the passing rates of African Americans on the CBEST are the lowest in California at 60%. Madkins (2011) identified licensure testing as a significant reason why African Americans cannot enter the teaching progression. According to Darling-Hammond et al. (2016), California has an ongoing credentialed teacher shortage. An even more significant need is for teachers of color. According to the California Department of Education (2021), 60% of the state’s educator workforce is White, while the state student body, multicultural and multilingual, is only slightly more than 22% White. While licensure testing for teachers is required in all 50 states, it is well documented that it negates teacher diversity (Brown, 2005; Goldhaber & Hansen, 2010; Sleeter, 2016). The research confirms how it effectively curtails the number of African American educators (Behizadeh & Neely, 2018; Ingersoll et al., 2019; Petchauer, 2012). To clarify why the CBEST is so difficult for African Americans, I used a narrative inquiry with a counter-narrative framework. The inquiry describes the lived experiences of African American applicants in order to interrogate the CBEST’s impact on prospective and current African American teachers in California

Teacher Effectiveness in Urban High Schools

This research examines whether teacher licensure test scores and other teacher qualifications affect high school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the effects of a good ELA or math teacher spillover from one subject to the other

Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California

In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers