Challenges for Teacher Preparation Programs: Measuring First Year Teacher Effectiveness for Program Improvement and National Accreditation

Abstract

Recent changes in teacher preparation program national accreditation standards recommend such programs demonstrate new teachers' effectiveness in their field of study, specifically measuring the impact first year teachers have on K-12 student learning during their first year of teaching. However, evidence from the K-12 schoolhouse that could help university faculty determine new teacher effectiveness is protected by the Family Educational Rights and Privacy Act (FERPA). This mixed methods study focuses on the challenges faced by university faculty in determining their program graduate's (n=19) success at positively impacting student achievement during their first year of teaching. It focuses on new teacher perceptions of readiness to teach and school administrator evaluation scores during their first year of teaching. Findings revealed prominent themes related to flexible grouping, remediation, and navigating the office politics that new teacher's often face during their first professional work experience. These themes are often not explicit teachings in teacher preparation curriculums. Recommendations, as a result of this study, are focused on the commitment to continuous program improvement and the requirements found in the accreditation standards. Overall, the findings translate to concrete university faculty actions to improve teacher preparation program teachings, coursework, and field experiences, thus better preparing teachers.