Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas

Framed in a quantitative methodology, this study focused on the efficacy of an undergraduate elementary educator preparation program (EPP) at a central Texas university. The study was propelled by the national discourse on the quality of EPPs and the stakeholders of the EPP who requested a program evaluation. Outcome-based measures that examined how well the EPP prepared pre-service teachers for the knowledge and skills necessary for the classroom were utilized. These measures utilized external state accountability data in the form of a principal survey and internal accountability data in the forms of a program graduate survey and a student teacher evaluation. These instruments focused on the perceptions of principals, program graduates, and student teacher supervisors regarding how well pre-service teachers were prepared to teach in pre-kindergarten through sixth grade classrooms. Findings reflected that all three stakeholder groups believed that the EPP sufficiently prepared pre-service teachers for the areas of classroom management and instruction. However, program graduates revealed that the EPP did not sufficiently prepare pre-service teachers in working with students with disabilities, working with limited English proficiency students, and using technology for instruction and assessment. The principal and program graduate groups were also asked to rate the overall effectiveness of the EPP’s preparation with both groups responding that the EPP sufficiently prepared pre-service teachers for the classroom