Teacher Preparation in Texas
RECOMMENDATIONS Based on the information presented in this brief, Educate Texas’ has categorized recommendations into three groups: (1) future data collection and reporting, (2) further analysis, and (3) interventions and supports. Future Data Collection and Reporting: •
Require EPPs to report the type and amount of field experience a candidate undergoes in their preparation program as well as the local education agencies at which their field experience(s) took place.
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Report employment trends by gender and ethnicity so that retention rates by demographics can be studied.
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Systematically collect information regarding students who complete the Education and Training Career Clusters so that the efficacy of these training programs can be assessed.
Further Analysis: •
Estimate how well Education and Training Career Clusters reach LEA student populations. Establish a general pool of potential TCs with exposure to teaching knowledge and teaching skills training.
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Provide data publicly that is already collected and stored at the TEA, including race/ethnicity and gender disaggregation across the pipeline, new hire information by role, and out-of-field teaching trends to expand upon current TEA data collection on student outcomes.
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Conduct a return-on-investment analysis by EPP and certification type to determine which EPPs and certification areas provide a true lowest cost for candidates. This review might require supplanting information from the state, programs, LEAs or philanthropic organizations.
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Analyze teacher production and shortages by region so that regional strategies can be created and deployed.
Interventions and Supports: •
Bolster field experiences prior to employment as teacher-of-record, ensuring that field experience is standardized and provides quality feedback and coaching to candidates.
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Grow EPPs that have higher effectiveness and production of teachers.
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Increase the field-based experiences of ACP candidates so that they are better prepared to meet the needs of their students.
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Provide standardized, state-funded novice teacher induction supports to increase new teacher self-efficacy and retention.
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