Ready2Teach University of Memphis Data Collection Annual Report. Margie King, M.S. Ashley C. Miller, M.S. Leslie Vanelli, B.A.

Transcription

1 Ready2Teach University of Memphis Data Collection Annual Report Margie King, M.S. Ashley C. Miller, M.S. Leslie Vanelli, B.A. University of Memphis Fall 2014

2 Table of Contents Executive Summary... 3 Introduction... 7 Background... 8 Program Description... 9 Research Questions... 9 Method Participants Instrumentation Procedure Results Data by Instrument Data Summary by Research Question References Appendix: R2T School Partner Survey SMS Report Ready2Teach University of Memphis Annual Report i

3 Table of Tables Table 1: Summary of R2T Data Collection by Research Question... 5 Table 2: U of M R2T Teacher Candidate Demographics, n = Table 3: U of M R2T Teacher Candidate GPA, edtpa, and Praxis PLT scores Table 4: U of M R2T School Partner Role, n = Table 5: U of M District Administrator and Principal Length of Service Table 6: U of M Mentor Teacher Characteristics Table 7: U of M Summary of Participants, Data Sources, and Method by Research Question Table 8: U of M Data Collection Summary Table 9: U of M District Administrator and Principal Perceptions of Preparation Table 10: U of M Mentor Teacher Perceptions of Preparation Table 11: U of M District Administrator and Principal Perceptions of Partnership Table 12: U of M Mentor Teacher Perceptions of Partnership Ready2Teach University of Memphis Annual Report ii

4 Executive Summary In response to recommendations offered by the Tennessee Teaching Quality Initiative task force concerning the need for reform in teacher candidate preparation and practice, the Tennessee Board of Regents (TBR) coordinated a redesign of its teacher preparation programs within its institutions of higher education (Tennessee Board of Regents, 2010). The Ready2Teach (R2T) transformational teacher preparation initiative is a four-year, clinically focused undergraduate program, which had been piloted since the academic year and was fully implemented in the TBR system beginning in the fall of The TBR system includes six universities: Austin Peay State University, East Tennessee State University, Middle Tennessee State University, Tennessee State University, Tennessee Tech University, and the University of Memphis. The key components of R2T include partnerships with schools and districts, teacher candidate Residency, culminating performance based assessment (edtpa), and curriculum redesign (Tennessee Board of Regents, 2010). This report provides the data collection results for the University of Memphis (U of M) during the academic year. The overall purpose of the Ready2Teach teacher preparation initiative is to produce teacher candidates who demonstrate academic content knowledge aligned with Tennessee curriculum standards, and who are equipped to promote student academic success. In order to achieve this purpose, universities implementing R2T incorporate immersion in the P-12 setting, co-teaching, strong partnerships with schools, intensive mentoring, strong content knowledge, and performance-based assessment into their teacher preparation programs (Tennessee Board of Regents, 2010). The primary goals of R2T are to prepare teacher candidates so that they have a positive impact on student performance from the first time they enter the classroom, and to work collaboratively with schools to improve outcomes for students, schools, and communities. The Ready2Teach University of Memphis Annual Report 3

5 Tennessee Board of Regents intention is for R2T to produce graduates with strong academic content knowledge; strong skills in instruction, assessment, and classroom management; and well-developed skills in meeting the academic and social needs of all students (Tennessee Board of Regents, 2010). The remainder of this four-year data collection strategy will implement both quantitative and qualitative data collection methods by means of R2T School Partner Surveys, R2T Program Graduate Teacher Surveys (beginning in the spring of 2015), mentor teacher semi-structured interviews, director of teacher education semi-structured interviews, and R2T program graduate teacher data provided by each TBR university. The R2T School Partner Survey (R2TSPS) was administered to collect data from district administrators, principals, assistant principals, and mentor teachers regarding the preparation of R2T teacher candidates, the effectiveness of the university partnership in meeting district/school goals, and improvement of student academic performance. The R2T Program Graduate Teacher Survey (R2TPGTS) will be implemented beginning in the spring of 2015 and will be used to collect the perceptions of new teachers following their first year of teaching. In addition to the perceptual surveys, mentor teacher semi-structured phone interviews collected data regarding the role of mentor teachers, the university partnership, and the teacher candidate placed in their classroom. Director of teacher education semi-structured phone interviews obtained supplementary data regarding R2T enrollment numbers, graduation numbers, and R2T Residency and program changes. Finally, R2T program graduate teacher data (e.g., edtpa scores, GPA, Praxis PLT scores, licensure numbers, endorsement codes, and teacher candidate demographics) were submitted into a secure online site by university personnel to provide baseline data for the teacher candidates. The data collection summary for Ready2Teach University of Memphis Annual Report 4

6 the academic year is presented in Table 1; a detailed presentation of the data can be found in the Results section of this report. Table 1: Summary of R2T Data Collection by Research Question Data Summary by Research Question 1. What are the perceptions of the School Partners (district administrators, principals, assistant principals, and mentor teachers) regarding preparation of R2T teacher candidates who are ready to teach; university partner collaborations to meet district/school goals; and improvement of student performance? R2T teacher candidate preparation: Overall, most district administrators, principals, and mentor teachers agreed that the R2T teacher candidates were prepared and demonstrated entry level teaching abilities in the classroom. University partnership: The majority of district administrators, principals, and mentor teachers agreed that the R2T university partnership had a positive impact on their school, and provided adequate communication and support for the R2T teacher candidate. Student academic performance: Most district administrators, principals, and mentor teachers noted that teacher candidates would likely have a positive impact on student academic performance because R2T teacher candidates were qualified co-teachers, provided one-on-one interventions, provided small groups, introduced new teaching strategies, and contributed to student learning. 2. What is the success rate of the R2T program graduate teachers during their first, second, and third year of teaching as measured by the teacher s overall state score that includes a composite of TEAM, TVAAS, and other TN approved assessments? How does this compare with the success rate of other (non-r2t) first year, second, third year teachers in the same or similar schools? Year 3 data collection and analyses. 3. What is the attrition rate of first, second, and third year R2T program graduate teachers? Do differences exist between attrition rates of first, second, and/or third year R2T teachers? How does this compare with the attrition rate of non-r2t new teachers (first, second, and third year)? Year 3 data collection and analyses. 4. What is the relationship between level of performance on key factors identified in the culminating performance based assessment (edtpa): and TEAM scores? and student achievement scores? and the attrition rate of R2T program graduate teachers? Year 3 data collection and analyses. This data collection report was prepared under a contract with the Tennessee Board of Regents. Please note that this report contains data that have been collected by the Center for Research in Educational Policy (CREP) at the University of Memphis for use by a limited audience. Authorized users of this material are limited to the Dean of the University of Ready2Teach University of Memphis Annual Report 5

7 Memphis and other individuals designated by him/her. Neither this document nor the data reported herein will be distributed to unauthorized users. The content of this report protects the anonymity of the R2T program survey respondents and interview participants; no names or other identifying characteristics have been included. Additionally, university data have not been compared or contrasted with data from other universities in any other reports. The material contained in the data collection reports has been prepared to encourage discussion that can inform program implementation, research, policy, and practice. This information should not be used in isolation to reach definitive conclusions. CREP staff are available to facilitate discussion, provide further relevant information, and, in some cases, partner on research to build an increasingly solid body of knowledge. For additional information, please contact Dan Strahl, Ready2Teach University of Memphis Annual Report 6

8 Introduction In response to recommendations offered by the Tennessee Teaching Quality Initiative task force concerning the need for reform in teacher candidate preparation and practice, the Tennessee Board of Regents (TBR) coordinated a redesign of its teacher preparation programs within its institutions of higher education (Tennessee Board of Regents, 2010). The Ready2Teach (R2T) transformational teacher preparation initiative is a four-year, clinically focused undergraduate program, which has been piloted since the academic year and was fully implemented in the TBR system beginning in the fall of The TBR system includes six universities: Austin Peay State University, East Tennessee State University, Middle Tennessee State University, Tennessee State University, Tennessee Tech University, and the University of Memphis. The key components of R2T include partnerships with schools and districts, teacher candidate Residency, culminating performance based assessment (edtpa), and curriculum redesign (Tennessee Board of Regents, 2010). This report provides the data collection results for the University of Memphis (U of M) during the academic year. The work reported here was conducted by the Center for Research in Educational Policy (CREP), a State of Tennessee Center of Excellence, located at the University of Memphis in Memphis, Tennessee. CREP s mission is to implement a research agenda associated with educational policies and practices in prek-12 public schools and to provide a knowledge base for use by educational practitioners and policymakers. Since 1989, CREP has served as a mechanism for mobilizing community and university resources to address educational problems and to meet the University's commitment to primary and secondary schools. Functioning as a part of the College of Education, Health and Human Sciences, CREP seeks to accomplish its Ready2Teach University of Memphis Annual Report 7

9 mission through a series of investigations conducted by CREP personnel, college and university faculty, and graduate students. Background Currently, teachers face the challenging task of addressing the changing needs of students who are both increasingly diverse and polarized with respect to their socioeconomic status (Borman, Mueninghoff, Cotner, and Frederick, 2009). However, the number of effective teachers in the state of Tennessee and across the country has been decreasing over the years, indicating a significant risk to the education system. Schools frequently lack sufficient numbers of highly-qualified teachers to educate their students effectively; the best and brightest college students typically choose careers other than education, and the best young teachers often leave the classroom within their first five years (Tennessee Board of Regents, 2010). Therefore, it is incumbent upon teacher training programs to enact innovations that increase the supply of successful teachers. Expanding residency programs for teachers and principals represents a strategy for increasing the educator talent pool for school districts across the state. Tennessee already has a number of emerging programs that seek to positively impact student achievement in urban schools by recruiting, training, and supporting outstanding teachers (Tennessee Department of Education, 2013). Responding to the lack of supply and quality of teachers in Tennessee, the Tennessee Board of Regents has begun a coordinated redesign of its teacher preparation programs to equip teacher candidates with the ability to facilitate student success in the classroom (Tennessee Board of Regents, 2010). Ready2Teach University of Memphis Annual Report 8

10 Program Description The Ready2Teach teacher preparation initiative is a clinically focused undergraduate program with key elements that include: school partnerships, curriculum redesign, teacher candidate Residency, and the edtpa (Tennessee Board of Regents, 2010). The overall purpose of R2T is to produce teacher candidates who demonstrate academic content knowledge aligned with Tennessee curriculum standards, and who are equipped to promote student academic success. In order to achieve this purpose, universities implementing R2T incorporate immersion in the P-12 setting, co-teaching, strong partnerships with schools, intensive mentoring, strong content knowledge, and performance-based assessment into their teacher preparation programs (Tennessee Board of Regents, 2010). The primary goals of R2T are to prepare teacher candidates so that they have a positive impact on student performance from the first time the teacher candidates enter the classroom, and to work collaboratively with schools to improve outcomes for students, schools, and communities. The Tennessee Board of Regents intention is for R2T to produce graduates with strong academic content knowledge; strong skills in instruction, assessment, and classroom management; and well-developed skills in meeting the academic and social needs of all students (Tennessee Board of Regents, 2010). Research Questions The six TBR universities collaboratively developed research questions to guide the crossinstitutional data collection strategy regarding the implementation and effectiveness of the R2T initiative and provided these research questions to CREP. The research questions for Year 1 (i.e., final pilot year) were used to guide the data collection strategy during the academic year and the results were reported in the Data Collection Annual Report. Ready2Teach University of Memphis Annual Report 9

11 The data collection strategy for Years 2, 3, and 4 (i.e., full implementation) will focus on the following major research questions: 1. What are the perceptions of the School Partners (district administrators, principals, assistant principals, and mentor teachers) regarding preparation of R2T teacher candidates who are ready to teach, university partner collaborations to meet district/school goals, and improvement of student performance? 2. What is the success rate of the R2T program graduate teachers during their first, second, and third year of teaching as measured by the teacher s overall state score that includes a composite of TEAM, TVAAS, and other TN approved assessments? How does this compare with the success rate of other (non-ready2teach) first, second, and third year teachers in the same or similar schools? 3. What is the attrition rate of first, second, and third year R2T program graduate teachers? Do differences exist between attrition rates of first, second, and/or third year R2T teachers? How does this compare to the attrition rate of first, second, and third year non-r2t teachers? 4. What is the relationship between level of performance on key factors identified in the edtpa and the TEAM scores, edtpa and student achievement scores, and edtpa and the attrition rate of R2T program graduate teachers? This report provides the data collection results for the University of Memphis, which targets the first full implementation year of the Ready2Teach teacher preparation initiative. The data collected included pre-graduation, baseline data for the R2T teacher candidates and their demographic data and scores. The remainder of the R2T program graduate Ready2Teach University of Memphis Annual Report 10

12 teacher data will be collected during the academic year, following this cohort s first year of teaching in schools. Ready2Teach University of Memphis Annual Report 11

13 Method This four-year data collection strategy will implement both quantitative and qualitative data collection methods by means of R2T School Partner Surveys, R2T Program Graduate Teacher Surveys (beginning in the spring of 2015), mentor teacher semi-structured interviews, director of teacher education semi-structured interviews, and R2T program graduate teacher data provided by each TBR university. The R2T School Partner Survey (R2TSPS) was administered to collect data from district administrators, principals, assistant principals, and mentor teachers regarding the preparation of R2T teacher candidates, the effectiveness of the university partnership in meeting district/school goals, and improvement of student academic performance. The R2T Program Graduate Teacher Survey (R2TGPTS) will be implemented beginning in the spring of 2015 and will be used to collect the perceptions of new teachers following their first year of teaching. In addition to the perceptual surveys, mentor teacher semi-structured phone interviews collected data regarding the role mentor teachers, the university partnership, and the teacher candidate placed in their classroom. Director of teacher education semi-structured phone interviews obtained supplementary data regarding R2T enrollment numbers, graduation numbers, and R2T Residency and program changes. Finally, R2T program graduate teacher data (e.g., edtpa scores, GPA, Praxis PLT scores, licensure numbers, endorsement codes, and teacher candidate demographics) were submitted into a secure online site by university personnel to provide baseline data for the R2T teacher candidates. Detailed descriptions of each of these instruments are presented in this report. The specific data collection methods implemented and how they align with each of the research questions are summarized below. Ready2Teach University of Memphis Annual Report 12

14 1. What are the perceptions of the School Partners (district administrators, principals, assistant principals, and mentor teachers) regarding preparation of R2T teacher candidates who are ready to teach, university partner collaborations to meet district/school goals, and improvement of student performance? School partners were asked to complete a survey to gather their perceptions of R2T teacher candidate preparation, the university partnership, and the R2T teacher candidate impact on student performance. The surveys were administered in April For district administrators, principals, and assistant principals, the survey is comprised of six open-ended items and 20 closed-ended items. The closed-ended items are comprised of one contingency question which was designed to filter out school partners who did not work with R2T teacher candidates, two demographic questions, and 17 Likert-type items that utilize a three-point scale. For mentor teachers, the survey contains six open-ended items and 30 closed-ended items. The closed-ended items are comprised of one contingency question, six demographic questions, and 23 Likert-type items that utilize a three-point scale. Semi-structured phone interviews with mentor teachers gave CREP staff the opportunity to supplement and enrich the data gathered via the school partner surveys. The semi-structured interviews were conducted from May to June What is the success rate of the R2T program graduate teachers during their first, second, and third year of teaching as measured by the teacher s overall state score that includes a composite of TEAM, TVAAS, and other TN approved assessments? How does this compare with the success rate of other (non-ready2teach) first, second, and third year teachers in the same or similar schools? Ready2Teach University of Memphis Annual Report 13

15 R2T program graduate teacher data (e.g., edtpa scores, GPA, Praxis PLT scores, licensure numbers, endorsement codes, and teacher candidate demographics) were submitted by university personnel via an online data collection instrument in order to provide a baseline for the R2T teacher candidates. TBR will provide additional R2T program graduate teacher and non-ready2teach teacher data following the completion of the academic year. Analyses and comparisons will be reported in the annual report. 3. What is the attrition rate of first, second, and third year R2T program graduate teachers? Do differences exist between attrition rates of first, second, and/or third year R2T teachers? How does this compare to the attrition rate of first, second, and third year non-r2t teachers? R2T program graduate teacher data (e.g., edtpa scores, GPA, Praxis PLT scores, licensure numbers, endorsement codes, and teacher candidate demographics) were submitted by university personnel via an online data collection instrument in order to provide a baseline for the R2T teacher candidates. TBR will provide additional R2T program graduate teacher and non-ready2teach teacher data following the completion of the academic year. Analyses and comparisons will be reported in the annual report. 4. What is the relationship between level of performance on key factors identified in the edtpa and the TEAM scores, edtpa and student achievement scores, and edtpa and the attrition rate of R2T program graduate teachers? R2T program graduate teacher data (e.g., edtpa scores, GPA, Praxis PLT scores, licensure numbers, endorsement codes, and teacher candidate demographics) were submitted by university personnel via an online data collection instrument in order to provide a baseline for the R2T teacher candidates. TBR will provide additional R2T program graduate Ready2Teach University of Memphis Annual Report 14

16 teacher and non-ready2teach teacher data following the completion of the academic year. Analyses will be reported in the annual report. In summary, the data collection strategy for this year of implementation was designed to include the administration of surveys to school partners, semi-structured phone interviews, and specific R2T program graduate teacher data provided by university personnel via an online instrument. This report focuses on the academic year of R2T implementation at the U of M. Participants The Ready2Teach initiative implemented in each of the six Tennessee Board of Regents universities was the focus of this data collection strategy. The U of M participants are composed of select R2T university personnel, the R2T teacher candidates involved in the Ready2Teach initiative during the academic year, and school partners who were part of U of M s university partnership. University of Memphis. The main campus of the University of Memphis (U of M) is located in Memphis, Tennessee. The College of Education, Health and Human Sciences is composed of four academic departments Counseling, Educational Psychology, and Research; Health and Sport Sciences; Instruction and Curriculum Leadership; and Leadership that offer fifty-seven degree-programs (The University of Memphis, 2014). The Ready2Teach initiative was fully implemented in all undergraduate licensure programs during the academic year. Teacher candidates were positioned in five different school districts for their Pre- Residency placements and within four districts during Residency. The U of M has structured their R2T program such that they utilize a school-year cohort for Residency to develop effective school partner clusters for teacher candidate placements. Ready2Teach University of Memphis Annual Report 15

17 Teacher candidates. University personnel submitted baseline data regarding the R2T teacher candidates who were enrolled at the U of M during the academic year. The majority of the 122 U of M R2T teacher candidates were female (87.7%), Caucasian (56.6%), undergraduate students (100.0%), enrolled in traditional teacher preparation programs (100.0%), and were non-transfer students (100.0%). Table 2 summarizes the demographic characteristics of the U of M R2T teacher candidates. Table 2: U of M R2T Teacher Candidate Demographics, n = 122 R2T Teacher Candidate Demographics Frequency Percentage Gender Female Male Race African American or Black Asian Caucasian or White Not Disclosed Academic Degree Graduate Undergraduate Teacher Preparation Traditional Alternative Not disclosed Transfer or Non-Transfer Student Transfer student Non-Transfer student In addition to demographic and background information, the university personnel included the teacher candidates overall GPA, edtpa scores, and Praxis PLT scores, which will be used for future data analyses and comparisons. The U of M R2T teacher candidates overall GPA mean was 3.42, the mean edtpa score was 47.58, and the mean Praxis PLT score was Table 3 summarizes the U of M R2T teacher candidate GPA, edtpa, and Praxis PLT data. Ready2Teach University of Memphis Annual Report 16

18 Table 3: U of M R2T Teacher Candidate GPA, edtpa, and Praxis PLT scores GPA n = 122 edtpa n = 122 Praxis PLT n = 122 Minimum Maximum Mean Standard Deviation Note: n may vary because not all scores were provided or available. School partners. School partners (i.e., district administrators, principals, assistant principals, and mentor teachers) who were in partnership with the U of M during the academic year were asked to submit their perceptions of preparation of R2T teacher candidates, effectiveness of partner collaborations in meeting district/school goals, and improvement of student performance via an online survey administered in April The 97 U of M school partner respondents indicated their R2T roles as district administrator (2.1%), principal (11.3%), and mentor teacher (86.6%) as shown in Table 4. Table 4: U of M R2T School Partner Role, n = 97 Ready2Teach Role Percentage District Administrator 2.1 Principal 11.3 Assistant Principal 0.0 Mentor Teacher 86.6 About a third (30.8%) of the district administrator and principal respondents indicated that they had either one year to five years or more than 10 years of experience in their current position within the school district. Table 5 summarizes the length of service for district administrator and principal respondents. Table 5: U of M District Administrator and Principal Length of Service District Administrator and Principal Percentage Length of Service in Current Position (District Admin and Principal) Less than 1 year years years 0.0 More than 10 years 30.8 Note: Item percentages may not total 100% because of missing input from some respondents. Ready2Teach University of Memphis Annual Report 17

19 The majority (79.8%) of mentor teacher respondents indicated that this was the first R2T teacher candidate placed in their classroom to complete their Residency. Of the remaining mentor teachers who had previous experience mentoring a teacher candidate, 70.6% indicated that there have been two R2T teacher candidates placed in their classroom since August Substantial proportions of mentor teachers indicated that the length of placement in their current school had been from six to ten years (34.5%), had more than 10 years of teaching experience (71.4%), and held master s degrees (48.8%), as shown in Table 6. Table 6: U of M Mentor Teacher Characteristics Mentor Teacher Percentage Length of Placement in Current School Less than 1 year years years 34.5 More than 10 years 33.3 Total Years of Teaching Experience Less than 1 year years years 21.4 More than 10 years 71.4 Educational Degree Attainment Bachelor's degree 28.6 Master's degree 48.8 Master's plus 30 hours 20.2 Education Specialist degree 1.2 Doctoral degree 1.2 Is this the first R2T teacher candidate that has been placed with you for their Residency? Yes 79.8 No 20.2 How many R2T teacher candidates have been placed with you for their Residency since August 2012? or more 23.5 Note: Item percentages may not total 100% because of missing input from some respondents. Ready2Teach University of Memphis Annual Report 18

20 Instrumentation Both quantitative and qualitative data were collected for this report by means of a survey, university submission of R2T program graduate teacher data, and semi-structured interviews. Details of each instrument are provided below. Ready2Teach School Partner Survey (R2TSPS). CREP staff developed the R2TSPS to administer to school partners involved in the full implementation of R2T. For district administrators, principals, and assistant principals, the survey is comprised of six open-ended items and 20 closed-ended items. The closed-ended items are comprised of one contingency question which was designed to filter out school partners who did not work with R2T teacher candidates, two demographic questions, and 17 Likert-type items that utilize a three-point scale. For mentor teachers, the survey contains six open-ended items and 30 closed-ended items. The closed-ended items are comprised of one contingency question, six demographic questions, and 23 Likert-type items that utilize a three-point scale. The items focus on preparation of R2T teacher candidates, effectiveness of partner collaborations in meeting district/school goals, and improvement of student performance. The survey was administered via CREP s online Survey Management System (SMS). Ready2Teach Program Graduate Teacher Data Tool (R2TPGTDT). The R2TPGTDT was developed by CREP staff to provide a method for university personnel to submit R2T program graduate teacher data. The R2TPGTDT will be used to collect R2T students ID number, overall GPA, teacher license number, recommended endorsement code(s), edtpa score, Praxis PLT score, and general demographic information. University personnel were to submit the R2T program graduate teacher data directly into a unique and secure online storage site designated for their university. Ready2Teach University of Memphis Annual Report 19

21 Semi-structured interview protocol. CREP staff developed two semi-structured interview protocols; the R2T mentor teacher protocol and the director of teacher education protocol. The mentor teacher semi-structured interview protocol was designed to collect data regarding the role of mentor teachers, the university partnership, and the teacher candidate placed in their classroom. The director of teacher education semi-structured interview protocol was designed to obtain supplementary data regarding R2T enrollment numbers, graduation numbers, and R2T Residency and program changes. The objective of the protocols was to give CREP staff a consistent format to guide the semi-structured phone interviews while allowing the interviewee the freedom to convey their perceptions of the implementation and effectiveness during the academic year. Table 7 summarizes the participants, data sources, and methods used within each research question. Ready2Teach University of Memphis Annual Report 20

22 Table 7: U of M Summary of Participants, Data Sources, and Method by Research Question Research Questions Participants Data Sources Method 1. What are the perceptions of the School Partners (district administrators, principals, assistant principals, and mentor teachers) regarding preparation of R2T teacher candidates who are ready to teach, university partner collaborations to meet district/school goals, and improvement of student performance? 2. What is the success rate of the R2T program graduate teachers during their first, second, and third year of teaching as measured by the teacher s overall state score that includes a composite of TEAM, TVAAS, and other TN approved assessments? How does this compare with the success rate of other (non-ready2teach) first, second, and third year teachers in the same or similar schools? 3. What is the attrition rate of first, second, and third year R2T program graduate teachers? Do differences exist between attrition rates of first, second, and/or third year R2T teachers? How does this compare to the attrition rate of first, second, and third year non-r2t teachers? 4. What is the relationship between level of performance on key factors identified in the edtpa and the TEAM scores, edtpa and student achievement scores, and edtpa and the attrition rate of R2T program graduate teachers? Procedure School partners R2TSPS University personnel TBR University personnel TBR University personnel TBR Semi- Structured Interview Qualitative and quantitative perceptions regarding preparation of R2T teacher candidates, partner collaborations to meet district/school goals, and improvement of student performance. Qualitative data collected to supplement and enrich the R2TSPS data. R2TGTDT Quantitative method for collection of R2T program graduate teacher data. TBR will provide additional R2T program graduate teacher and non- Ready2Teach teacher data. Analyses and comparisons will be reported in the annual report. R2TGTDT Quantitative method for collection of R2T program graduate teacher data. TBR will provide additional R2T program graduate teacher and non- Ready2Teach teacher data. Analyses and comparisons will be reported in the annual report. R2TGTDT Quantitative method for collection of R2T program graduate teacher data. TBR will provide additional R2T program graduate teacher and non- Ready2Teach teacher data. Analyses will be reported in the annual report. During the academic year, CREP staff revised the data collection strategy for the Ready2Teach initiative and updated or developed instruments to collect R2T data for TBR that would provide a picture of the R2T initiative implemented at the six universities. Upon notification by CREP staff, university personnel forwarded the unique username and password to their school partners. The school partners logged into CREP s online SMS system to complete and submit the R2TSPS perceptual survey. The survey was opened in late April 2014 and closed in early June Mentor teachers were randomly selected and the semi-structured phone Ready2Teach University of Memphis Annual Report 21

23 interviews were scheduled and conducted from mid-may to early June Semi-structured phone interviews were held with the director of teacher education (or the designee of the Dean) from mid-august to September All qualitative data were collected by September 2014 and analyses of the survey and semi-structured interview data were initiated. All open-ended comments were summarized via a structured, multi-step process. First, the original comments were assigned codes representing their basic content. Next, these codes were grouped into categories, and then the categories were grouped into overarching themes. Final analysis produced frequency percentages for each theme that was observed in the dataset. Because it was possible for some comments to contain multiple content codes, the percentages reported reflect the total number of codes within each theme derived from the dataset and not necessarily the total number of comments received from participants. University personnel were contacted in June 2014 regarding how to submit their R2T program graduate teacher data. The R2TPGTDT was made available in June 2014 for the university personnel to use. By early September 2014, all quantitative data were collected. CREP staff followed up as necessary to clarify questions regarding missing data and searched the State of Tennessee Educator Licensing website to locate teacher licensure numbers that had not been provided. Table 8 provides a summary of the data collection strategy organized by instrument, a general timeline, and the number of each instrument collected. Table 8: U of M Data Collection Summary Participants Instrument Timeline Number (n) School Partners R2TSPS April-June 2014 n = 97 Mentor Teachers Interview May-June 2014 n = 6 Directors of Teacher Education Interview August-September 2014 n = 1 R2T Program Graduate Teacher Data R2TPGTDT June-September 2014 n = 122 Ready2Teach University of Memphis Annual Report 22

24 Results The following section presents the data collected from the U of M during the academic year. First, a summary of the data is outlined for each instrument; and then the data are offered as they pertain to the research questions. Data by Instrument Ready2Teach Semi-Structured Phone Interviews. Semi-structured interviews were conducted by CREP staff. The objective of each session was to gather qualitative data that would supplement the quantitative data gathered via the perceptual surveys and to collect R2T enrollment numbers, R2T graduation numbers, and R2T Residency or program changes implemented during the academic year. Utilization of these methods of data collection gave CREP staff a consistent format to guide the semi-structured interviews while allowing the interviewee the freedom to convey their perceptions of implementation and effectiveness of the R2T initiative. Director of Teacher Education interviews. The semi-structured interviews were conducted with the Director of Teacher Education (or designee) at each of the universities. In order to honor confidentiality, the aggregate results are reported in the Ready2Teach Tennessee Board of Regents Data Collection Annual Report. Mentor teacher interviews. CREP staff determined that interviews would be randomly selected and set a goal of five mentor teacher interviews per university. CREP staff randomly selected schools that were partnered with the universities, contacted the principal at each school, requested to interview a mentor teacher at the school, and scheduled interviews with willing mentor teachers. Some principals and mentor teachers did not respond to repeated contacts from CREP staff or declined to be interviewed. The final result was that CREP staff held semi- Ready2Teach University of Memphis Annual Report 23

25 structured interviews with six randomly selected mentor teachers from U of M partner schools. Data collected from the semi-structured interviews will be folded into the results section of this report where it validates, supplements, or contradicts R2T School Partner perceptual survey data; in light of our confidentiality agreement, these data will be presented in a way that will protect the identity of individual participants. Strong R2T candidates impact academic performance significantly. Co-teaching allows us to reach students at a variety of learning levels and needs throughout the day (U of M R2TSPS survey respondent, 2014). Ready2Teach School Partner Survey (R2TSPS). School partners were asked to give their perceptions of the preparation of R2T teacher candidates, the effectiveness of partner collaborations in meeting district/school goals, and the improvement of student performance. The U of M R2TSPS frequency report including respondents comments can be found in the Appendix of this report. Of the 99 school partners who started the R2TSPS, two indicated that they did not work with R2T teacher candidates and exited the survey, leaving 97 school partners who completed the perceptual survey. Overall, most district administrators and principals ( % of 13 respondents) agreed that the R2T teacher candidates were prepared and demonstrated entry level teaching abilities in the classroom. The highest areas of agreement included collaborate with mentors and identified supervisors (100.0%), along with nine other items (92.3%). The lowest areas of agreement among district administrators and principals included develop parent-student-teacher relationships (76.9%), analyze student performance based on assessments (84.6%), and adjust instruction based on assessment findings (84.6%). Most mentor teachers ( % of 84 respondents) agreed that the R2T teacher candidates were prepared and demonstrated entry level teaching abilities in the classroom. The highest areas of agreement included understand cultural and individual diversity (98.8%), develop clear learning objectives for lessons (98.9%) and develop clear learning objectives for lessons Ready2Teach University of Memphis Annual Report 24

26 (97.6%). The lowest areas of agreement among mentor teachers included consider the pacing and timing mandates for the school/district (86.9%) and develop parent-student-teacher relationships (85.7%). There were school partner respondents ( % of 97 respondents) who indicated Don t Know on the items. Table 9 summarizes the district administrators and principals perceptions and Table 10 summarizes the mentor teachers perceptions of R2T teacher candidate preparation. Table 9: U of M District Administrator and Principal Perceptions of Preparation The R2T teacher candidate(s) placed in your school for their Residency demonstrate the entry level teacher ability to... % Agree % Disagree % Don't know Develop student-teacher relationships Develop parent-student-teacher relationships Collaborate with mentors and identified supervisors Understand cultural and individual diversity Consider students' strengths and needs when planning lessons Utilize best practice instructional strategies Maintain student engagement throughout lessons Analyze student performance based on assessments Adjust instruction based on assessment findings Scaffold and support the academic needs of students Consider the pacing and timing mandates for the school/district Manage classroom behavior through established techniques and procedures Organize and manage time, space, and resources Note: Item percentages may not total 100% because of missing input from some respondents. Ready2Teach University of Memphis Annual Report 25

27 Table 10: U of M Mentor Teacher Perceptions of Preparation The R2T teacher candidate placed in your classroom for their Residency demonstrates or possesses the entry level ability to... % Agree % Disagree % Don't know Develop clear learning objectives for lessons Create effective learning segments Consider students' strengths and needs when planning lessons Develop instruction plans for lessons Design assessment plans for lessons Utilize best practice instructional strategies Maintain student engagement throughout lessons Manage classroom behavior through established techniques and procedures Organize and manage time, space, and resources Analyze student performance based on assessments Adjust instruction based on assessment findings Analyze personal teaching effectiveness Scaffold and support the academic needs of students Align instruction with Common Core State Standards Consider the pacing and timing mandates for the school/district Understand cultural and individual diversity Develop parent-student-teacher relationships Collaborate with mentors and identified supervisors Note: Item percentages may not total 100% because of missing input from some respondents. A majority ( % of 13 respondents) of district administrators and principals agreed with each of the closed-ended items that focused on school partners perceptions regarding the Ready2Teach university partnership. The highest area of agreement included effectively communicates with me regarding the R2T teacher candidate Residency requirements and edtpa requirements (100.0%). The lowest area of agreement among district administrators and principals included provides or offers professional development that is beneficial for our faculty (61.5%). Most mentor teachers ( % of 84 respondents) agreed with each of the closed-ended items that focused on school partners perceptions regarding the Ready2Teach university partnership. The highest areas of agreement included supplies initial and ongoing training for school-based mentor teachers (92.9%) and adequately supervises the R2T teacher Ready2Teach University of Memphis Annual Report 26

28 candidate in my classroom (92.9%). The lowest areas of agreement among mentor teachers included effectively communicates with me regarding the R2T teacher candidate Residency requirements and edtpa requirements (86.9%) and provides or offers professional development that is beneficial for our faculty (84.5%). There were school partner respondents ( % of 97 respondents) who indicated Don t Know on each of the items. Table 11 summarizes the district administrators and principals perceptions and Table 12 summarizes the mentor teachers perceptions of the university partnership. Table 11: U of M District Administrator and Principal Perceptions of Partnership During the academic year, the R2T university partnership... % Agree % Disagree % Don't know Helps meet the goals and address the needs of our school Provides or offers professional development that is beneficial for our faculty Provides consistent criteria for identifying school-based mentor teachers Effectively communicates with me regarding the R2T teacher candidate Residency requirements and edtpa requirements Note: Item percentages may not total 100% because of missing input from some respondents. Table 12: U of M Mentor Teacher Perceptions of Partnership During the academic year, the R2T university partnership... % Agree % Disagree % Don't know Supplies initial and ongoing training for school-based mentor teachers Provides or offers professional development that is beneficial for our faculty Adequately supervises the R2T teacher candidate in my classroom Successfully supports R2T teacher candidates in my classroom in a manner that benefits our school Effectively communicates with me regarding the R2T teacher candidate Residency requirements, timelines, and edtpa requirements Note: Item percentages may not total 100% because of missing input from some respondents. Ready2Teach University of Memphis Annual Report 27

29 The R2T teacher candidates provided the extra instructional attention that our students needed during RTI, small group, and individual instruction. Data provided evidence that our Benchmark assessments improved because of the additional assistance (U of M R2TSPS survey respondent, 2014). When respondents were asked, In your opinion, what impact do you think the R2T teacher candidates will have on student academic performance in your school? the majority of school partner respondents indicated that the R2T teacher candidates will have a positive impact on student academic performance in their school (90.0% of comments). School partner respondents noted that R2T teacher candidates would likely have a positive impact on student academic performance because R2T teacher candidates were qualified co-teachers, provided one-on-one interventions, provided small groups, introduced new teaching strategies, and contributed to student learning. A few school partners conveyed that R2T teacher candidates will have a negative impact on student academic performance (7.78% of comments), indicating the need to reteach lessons, poor teacher-student relationships, and poor classroom management. One respondent shared, My candidate was not familiar with TCAP standards. I had to reteach some items to make sure that students knew what they needed to know in order to succeed on TCAP (U of M R2TSPS survey respondent, 2014). Student achievement really blossomed in my classroom this year. This was partially due to the co-teaching incorporated in my classroom (U of M R2TSPS survey respondent, 2014). When respondents were asked, In relation to Ready2Teach, is there anything else you would like for us to know about student academic performance in your school? school partners comments overall were positive (65.54% of comments) and added that R2T teacher candidates were well prepared for placement/classroom and contributed to student learning. A school partner stated, Students in the classroom were able to show a deeper understanding of the Ready2Teach University of Memphis Annual Report 28

30 content taught due to new ideas introduced by the teacher candidate (U of M R2TSPS survey respondent, 2014). Additionally, school partners also stated concerns (28.30% of comments) regarding R2T teacher candidates impact on student academic performance. Several respondents mentioned that R2T teacher candidates needed to conduct themselves in a professional manner during their Residency and there was a need to improve their English skills. One school partner stressed, There needs to be a push at the academic level before they are with students in a classroom setting to have proper speaking English skills (U of M R2TSPS survey respondent, 2014). Finally, there were school partners who expressed concern with the edtpa process; more specifically, that it takes R2T teacher candidate focus away from the classroom experience. One school partner survey respondent stated, I felt that the outside requirements, especially, edtpa took away valuable time and effort that could have been spent gaining actual classroom experience (U of M R2TSPS survey respondent, 2014) Anytime you are able to have two great instructors in the classroom, you will see growth and improvements in the students' learning. A lot of my students were able to participate in AR this year because of the extra help (U of M R2TSPS survey respondent, 2014). When respondents were asked, Share with us the benefits that your school has experienced by participating in the R2T partnership, the majority of the responses fell within the following three areas: academic support, school-level benefits, and student-level benefits. School partners identified academic support as the area of greatest benefit (64.71% of comments). Specifically, respondents indicated that academic benefits included qualified coteachers, extra adults in the classroom, new teaching strategies, opportunities for one-on-one interventions, and small groups for struggling or high achieving students. One school partner explained, We have had the benefit of highly skilled additional adult influences in our classrooms. Student candidates have been able to provide more personalized instruction and Ready2Teach University of Memphis Annual Report 29