dr. roselia alaniz salins, phd dissertation defense, dr. william allan kritsonis, dissertation chair

Dissertation DefenseDissertation DefensePrairie View A & M UniversityPrairie View A & M University

Educational Leadership Educational Leadership

Candidate: Roselia Alaniz SalinasCandidate: Roselia Alaniz Salinas

Dissertation Chair:Dissertation Chair:William Allan Kritsonis, Ph.D.William Allan Kritsonis, Ph.D.

Dissertation Committee:Dissertation Committee:Douglas Hermond, Ph.D.Douglas Hermond, Ph.D.David Herrington, Ph.D.David Herrington, Ph.D.Camille Gibson, Ph.D.Camille Gibson, Ph.D.

A Comparison of Alternatively and A Comparison of Alternatively and Traditionally Certified Bilingual Traditionally Certified Bilingual

Elementary Teachers’ Elementary Teachers’ Student Achievement Scores in Student Achievement Scores in

Selected Major Urban Texas SchoolsSelected Major Urban Texas Schools

A Dissertation Defense A Dissertation Defense byby

Roselia Alaniz SalinasRoselia Alaniz Salinas

Dissertation Chair: William Allan Kritsonis, Dissertation Chair: William Allan Kritsonis, Ph.D.Ph.D.

Prairie View A & M UniversityPrairie View A & M University Educational LeadershipEducational Leadership

3

Dissertation Defense Dissertation Defense FormatFormat

I.I. Theoretical FrameworkTheoretical FrameworkII.II. Purpose of the StudyPurpose of the StudyIII.III. Research QuestionsResearch QuestionsIV.IV. Method of ProcedureMethod of ProcedureV.V. Quantitative Major FindingsQuantitative Major FindingsVI.VI. Qualitative Major FindingsQualitative Major FindingsVII.VII. Review of LiteratureReview of LiteratureVIII.VIII. RecommendationsRecommendations

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Theoretical FrameworkTheoretical Framework

TAKS READING

TAKS

MATH

TAKS READING

TAKS

MATH

Certification Certification RoutesRoutes

Student Student PerformancePerformance

TRADITIONAL

ALTERNATIVE

001. Human Development Processes002. Student Diversity003. Instruction & Assessment004. Learning Processes005. Classroom Climate006. Student Behavior007. Communication008. Student Engagement009. Technology010. Monitors Feedback/Flexibility011. Family Involvement012. Professional Development013. Legal & Ethical

Teacher Teacher CompetenciesCompetencies

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Purpose of the Study Purpose of the Study

The purpose was threefold:The purpose was threefold:

1.1. It sought to examine whether teacherIt sought to examine whether teacher

certification route (i.e., alternative or certification route (i.e., alternative or traditional) made a difference in the traditional) made a difference in the performance of elementary bilingual performance of elementary bilingual students in selected major urban students in selected major urban school districts in Texas as measured school districts in Texas as measured by the Texas Assessment of by the Texas Assessment of Knowledge and Skills (TAKS).Knowledge and Skills (TAKS).

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Purpose of the StudyPurpose of the Study2.2. It attempted to distinguish if similarities It attempted to distinguish if similarities

or differences exist in teacher or differences exist in teacher preparation routes.preparation routes.

3.3. It intended to identify the extent It intended to identify the extent classroom teachers were prepared by classroom teachers were prepared by their certification program in the 13 their certification program in the 13 teacher competencies outlined in the teacher competencies outlined in the Texas Examinations of Educator Texas Examinations of Educator Standards (TExES).Standards (TExES).

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Quantitative Research Quantitative Research QuestionsQuestions

1.1. How do bilingual elementary How do bilingual elementary teachers rate their preparedness for teachers rate their preparedness for the teaching profession as the teaching profession as determined by the 13 teacher determined by the 13 teacher competencies measured by the competencies measured by the Survey on Competencies Learned Survey on Competencies Learned Through Certification RoutesThrough Certification Routes instrument?instrument?

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22. What are the differences in the . What are the differences in the academic performance of 3academic performance of 3rdrd and 5 and 5thth grade students taught in a bilingual grade students taught in a bilingual classroom setting by traditional classroom setting by traditional certified teachers compared to those certified teachers compared to those taught by alternative certified teachers taught by alternative certified teachers based on the Texas Assessment of based on the Texas Assessment of Knowledge and Skills (TAKS) “Percent Knowledge and Skills (TAKS) “Percent Met Standard” scores in Met Standard” scores in ReadingReading??

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3.3. What are the differences in the What are the differences in the academic performance of 3academic performance of 3rdrd and 5 and 5thth grade students taught in a bilingual grade students taught in a bilingual classroom setting by traditional classroom setting by traditional certified teachers compared to those certified teachers compared to those taught by alternative certified taught by alternative certified teachers based on the Texas teachers based on the Texas Assessment of Knowledge and Skills Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” (TAKS) “Percent Met Standard” scores in scores in MathematicsMathematics??

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Null HypothesesNull Hypotheses

HH0101 - There are no statistically significant - There are no statistically significant differences in the academic differences in the academic performances of 3performances of 3rdrd and 5 and 5thth grade grade students taught in a bilingual classroom students taught in a bilingual classroom setting by traditional certified teachers setting by traditional certified teachers compared to those taught by alternative compared to those taught by alternative certified teachers based on the Texas certified teachers based on the Texas Assessment of Knowledge and Skills Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” scores (TAKS) “Percent Met Standard” scores in in ReadingReading..

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Null HypothesesNull Hypotheses

HH0202 - There are no statistically significant - There are no statistically significant differences in the academic differences in the academic performances of 3performances of 3rdrd and 5 and 5thth grade grade students taught in a bilingual classroom students taught in a bilingual classroom setting by traditional certified teachers setting by traditional certified teachers compared to those taught by alternative compared to those taught by alternative certified teachers based on the Texas certified teachers based on the Texas Assessment of Knowledge and Skills Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” scores (TAKS) “Percent Met Standard” scores in in MathematicsMathematics..

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Qualitative Research Qualitative Research QuestionsQuestions

4.4. What do bilingual elementary What do bilingual elementary teachers who received either teachers who received either traditional or alternative traditional or alternative certification describe as factors that certification describe as factors that helped or hindered them during helped or hindered them during their preparation to enter the their preparation to enter the classroom?classroom?

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Qualitative Research Qualitative Research QuestionsQuestions

5.5. What are some specific skills that What are some specific skills that alternative or traditional certified alternative or traditional certified bilingual elementary teachers bilingual elementary teachers wished their preparation program wished their preparation program had exposed them to before entering had exposed them to before entering the classroom?the classroom?

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Mixed Methods StudyMixed Methods Study

Quantitative DataQuantitative Data

Descriptive StatisticsDescriptive Statistics Demographic dataDemographic data 13 teacher competencies13 teacher competencies

Independent t-testIndependent t-test Comparison of MeansComparison of Means

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Mixed Methods StudyMixed Methods Study

Qualitative DataQualitative Data Two-open ended questionsTwo-open ended questions Triangulation – Validation of the FindingsTriangulation – Validation of the Findings

Categorized the teacher participant Categorized the teacher participant questionnaire responses to the 13 teacher questionnaire responses to the 13 teacher competencies;competencies;

Performed an analysis of the quantitative Performed an analysis of the quantitative data collected; anddata collected; and

Conducted a qualitative analysis of the study.Conducted a qualitative analysis of the study.

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MethodMethod

Independent Variables – Teacher Independent Variables – Teacher certification routes (certification routes (alternativealternative or or traditionaltraditional))

Dependent Variable – Student Dependent Variable – Student achievement based on “Percent Met achievement based on “Percent Met Standard” in Mathematics and Standard” in Mathematics and Reading TAKS scores by teacher.Reading TAKS scores by teacher.

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MethodMethod

Subjects of the StudySubjects of the Study Alternative and traditional certified Alternative and traditional certified

elementary bilingual elementary bilingual teachersteachers

Grades 3 and 5Grades 3 and 5 5 major urban school districts5 major urban school districts 25 demographically similar schools 25 demographically similar schools 116 teachers responded out of 206116 teachers responded out of 206

56% rate of return56% rate of return

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MethodMethod

Subjects of the StudySubjects of the Study

Traditional Certified: 53.4%Traditional Certified: 53.4%

Alternative Certified: 46.6%Alternative Certified: 46.6%

Years of ExperienceYears of Experience

0-3 years 0-3 years 31.0%31.0%

4-7 years4-7 years 25.0%25.0%

8-12 years 8-12 years 20.7%20.7%

13-20 years13-20 years12.1%12.1%

> 20 years> 20 years 11.2%11.2%

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MethodMethod

InstrumentationInstrumentation Four-choice Likert-type scale:Four-choice Likert-type scale:

No Preparation/NoneNo Preparation/None Minimal/Little PreparationMinimal/Little Preparation Some/Moderate PreparationSome/Moderate Preparation Significant PreparationSignificant Preparation

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MethodMethod InstrumentationInstrumentation

Survey on Competencies Learned Survey on Competencies Learned Through the Certification RouteThrough the Certification Route

Instrument components:Instrument components: 13 closed-ended responses taken from the 13 closed-ended responses taken from the

Texas Examination for Educator Standards Texas Examination for Educator Standards (TExES).(TExES).

2 multiple choice questions about 2 multiple choice questions about demographic data.demographic data.

2 open-ended questions soliciting responses 2 open-ended questions soliciting responses about level of teacher preparedness.about level of teacher preparedness.

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MethodMethod

Pilot test conducted in an urban district Pilot test conducted in an urban district with similar demographics consisting of with similar demographics consisting of 40 participants.40 participants.

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MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain I – Designing Instruction and Assessment to Domain I – Designing Instruction and Assessment to

Promote Student Learning Promote Student Learning

001.001.The teacher understands The teacher understands human development human development processesprocesses and applies this knowledge to plan and applies this knowledge to plan instruction and ongoing assessment that instruction and ongoing assessment that motivate students and are responsive to their motivate students and are responsive to their development characteristics and needs.development characteristics and needs.

002.002.The teacher understands The teacher understands student diversitystudent diversity and and knows how to plan learning differences and knows how to plan learning differences and design assessments that are responsive to design assessments that are responsive to differences among students and that promote all differences among students and that promote all students’ learning.students’ learning.

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MethodMethodInstrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain I – Designing Instruction and Assessment to Domain I – Designing Instruction and Assessment to

Promote Student Learning Promote Student Learning

003.003. The teacher understands procedures for The teacher understands procedures for designingdesigning effective and coherent effective and coherent instruction and assessmentinstruction and assessment based based on on appropriate learning goals and objectives.appropriate learning goals and objectives.

004. 004. The teacher understands learning processes and The teacher understands learning processes and factors that impact factors that impact student learningstudent learning and and demonstrates this knowledge by planning demonstrates this knowledge by planning effective, engaging instruction and appropriate effective, engaging instruction and appropriate assessments.assessments.

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MethodMethodInstrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain II – Creating a Positive, Productive Domain II – Creating a Positive, Productive

Classroom Classroom Environment Environment

005. 005. The teacher knows how to establish The teacher knows how to establish classroom climateclassroom climate that fosters learning, that fosters learning, equity, and excellence and uses this equity, and excellence and uses this knowledge to create a physical and emotional knowledge to create a physical and emotional environment that is safe and productive.environment that is safe and productive.

006.006. The teacher understands strategies for The teacher understands strategies for creating an creating an organized and productive organized and productive environmentenvironment for managing student behavior. for managing student behavior.

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MethodMethodInstrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain III – Implementing Effective, Responsive Domain III – Implementing Effective, Responsive

Instruction Instruction and Assessmentand Assessment

007. 007. The teacher understands and applies The teacher understands and applies principles and strategies for principles and strategies for communicating effectivelycommunicating effectively in varied in varied teaching and learning contexts.teaching and learning contexts.

008.008. The teacher provides The teacher provides appropriate appropriate instructioninstruction that actively engages students in that actively engages students in the learning process.the learning process.

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MethodMethodInstrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain III – Implementing Effective, Responsive Domain III – Implementing Effective, Responsive

Instruction Instruction and Assessmentand Assessment

009.009. The teacher incorporates the effective use The teacher incorporates the effective use of of technologytechnology to plan, organize, deliver, to plan, organize, deliver, and evaluate instruction for all and evaluate instruction for all students. students.

010.010. The teacher monitors The teacher monitors student student performanceperformance and and achievement achievement; ; provides students with timely, high-qualityprovides students with timely, high-quality feedback; and responds flexibly to promote feedback; and responds flexibly to promote learning for learning for all students. all students.

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MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain IV – Fulfilling Professional Roles and Domain IV – Fulfilling Professional Roles and

ResponsibilitiesResponsibilities

011.011. The teacher understands the importance of The teacher understands the importance of family family involvementinvolvement in children’s education and knows in children’s education and knows how to interact and communicate effectively with how to interact and communicate effectively with families.families.

012. 012. The teacher enhances professional knowledge and The teacher enhances professional knowledge and skills by effectively interacting with other members skills by effectively interacting with other members of the educational community and participating in of the educational community and participating in various types of various types of professional activities.professional activities.

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MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competencies

Domain IV – Fulfilling Professional Roles and Domain IV – Fulfilling Professional Roles and ResponsibilitiesResponsibilities

013.013. The teacher understands and adheres to The teacher understands and adheres to legal legal and ethical requirementsand ethical requirements for educators and for educators and is knowledgeable of the structure of education is knowledgeable of the structure of education in Texas.in Texas.

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Major FindingsMajor Findings Research Question 1 Research Question 1

How do bilingual elementary How do bilingual elementary teachers rate their preparedness for teachers rate their preparedness for the teaching profession as the teaching profession as determined by the 13 teacher determined by the 13 teacher competencies measured by the competencies measured by the Survey on Competencies Learned Survey on Competencies Learned Through Certification RoutesThrough Certification Routes instrument?instrument?

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TraditionalTraditional certified certified participantsparticipants

>>50%50% rated teacher rated teacher preparedness aspreparedness as

““significantly significantly preparedprepared” ”

in in 11 of the 1311 of the 13

teacher competencies.teacher competencies.

001-Human Development 001-Human Development ProcessesProcesses

002-Student Diversity002-Student Diversity 003-Instruction and 003-Instruction and

AssessmentAssessment 004-Learning Processes004-Learning Processes 005-Classroom Climate005-Classroom Climate 006-Student Behavior006-Student Behavior 008-Student Engagement008-Student Engagement 010-Monitors/Feedback/010-Monitors/Feedback/

FlexibilityFlexibility 011-Family Involvement011-Family Involvement 012-Professional Development012-Professional Development 013-Legal and Ethical013-Legal and Ethical

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TraditionalTraditional certified certified participantsparticipants

<50%<50% rated teacher rated teacher preparedness as preparedness as

““significantly prepared” significantly prepared”



007-Communication007-Communication 009-Technology009-Technology

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Alternative Alternative certified certified participantsparticipants

>>50%50% rated teacher rated teacher preparedness aspreparedness as

““significantly significantly preparedprepared” ”



004-Learning Processes004-Learning Processes 005-Classroom Climate005-Classroom Climate 010-Monitors/Feedback/010-Monitors/Feedback/

FlexibilityFlexibility 012-Professional 012-Professional

DevelopmentDevelopment 013-Legal and Ethical013-Legal and Ethical

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AlternativeAlternative certified certified participantsparticipants

<50%<50% rated teacher rated teacher preparednesspreparedness

as “not significantly as “not significantly prepared”prepared”



001-Human Development 001-Human Development ProcessesProcesses

002-Student Diversity002-Student Diversity 003-Instruction and Assessment003-Instruction and Assessment 006-Student Behavior006-Student Behavior 007-Communication007-Communication 008-Student Engagement008-Student Engagement 009-Technology009-Technology 011-Family Involvement011-Family Involvement

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Review of LiteratureReview of LiteratureResearch Question 1Research Question 1

Laczko-Kerr & Berliner (2003) – Classroom teachers appear toLaczko-Kerr & Berliner (2003) – Classroom teachers appear toperform better in their teaching abilities if they have fulfilled aperform better in their teaching abilities if they have fulfilled ateacher preparation program that concentrates on contentteacher preparation program that concentrates on contentknowledge, pedagogical coursework including learning theories,knowledge, pedagogical coursework including learning theories,developmental theories, theories of motivation and issues ofdevelopmental theories, theories of motivation and issues ofstudent assessment and practice teaching.student assessment and practice teaching.

Glass (2002) – Teachers must know teaching methods, Glass (2002) – Teachers must know teaching methods, curriculum curriculum

design, learning theory and child adolescent development before design, learning theory and child adolescent development before they get in front of a class of students and be a successful they get in front of a class of students and be a successful

teacher.teacher.

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Darling-Hammond (1999) – A growing body of Darling-Hammond (1999) – A growing body of literatureliterature

confirms that effective teachers are those who confirms that effective teachers are those who comprehend their comprehend their

subject matter, understand student learning and subject matter, understand student learning and development, development,

know a wide range of teaching methods, and have know a wide range of teaching methods, and have developed their developed their

skills under expert guidance.skills under expert guidance.

36


Lannie & McCurdy (2007) – Classroom management is seen Lannie & McCurdy (2007) – Classroom management is seen as an as an

important component of effective teaching. For classroom important component of effective teaching. For classroom teachersteachers

to be successful in urban schools, they must embed classroomto be successful in urban schools, they must embed classroommanagement in every phase of classroom life, making the management in every phase of classroom life, making the

teachingteachingof social skills an automatic component of daily instruction.of social skills an automatic component of daily instruction.

Ingersoll & Smith (2004) – Scores of educational research Ingersoll & Smith (2004) – Scores of educational research havehave

recognized that the existence of a sense of community andrecognized that the existence of a sense of community andcohesion among teachers, parents, and students throughcohesion among teachers, parents, and students throughprofessional development and growth is critically important professional development and growth is critically important

for thefor thesuccess of schools.success of schools.

––

37


What are the differences in the What are the differences in the academic performance of 3academic performance of 3rdrd and 5 and 5thth grade students taught in a bilingual grade students taught in a bilingual education classroom setting by education classroom setting by traditional certified teachers compared traditional certified teachers compared to those taught by alternative certified to those taught by alternative certified teachers based on the Texas teachers based on the Texas Assessment of Knowledge and Skills Assessment of Knowledge and Skills (TAKS) “Percent Met Standard” scores (TAKS) “Percent Met Standard” scores in in ReadingReading??

38

Major FindingsMajor FindingsResearch Question 2Research Question 2

nn __xx

Alternative Alternative certifiedcertified

8080 54.3154.31

Traditional Traditional certifiedcertified

110110 67.8467.84

TAKS Reading

*p≤0.05*p≤0.05

Texas Assessment of Knowledge and Skills Texas Assessment of Knowledge and Skills ReadingReading Scores t-test Scores t-test

tt dfdf Sig.Sig.

(2-tailed)(2-tailed)MeanMean

DifferenDifferencece

TAKSTAKS

ReadingReadingEqual Equal variancevariances s assumedassumed

2.6892.689 188188 .008*.008* 13.52413.524

39


What are the differences in the What are the differences in the academic performance of 3academic performance of 3rdrd and 5 and 5thth grade students taught in a bilingual grade students taught in a bilingual education classroom setting by education classroom setting by traditional certified teachers traditional certified teachers compared to those taught by compared to those taught by alternative certified teachers based on alternative certified teachers based on the Texas Assessment of Knowledge the Texas Assessment of Knowledge and Skills (TAKS) “Percent Met and Skills (TAKS) “Percent Met Standard” scores in Standard” scores in MathematicsMathematics??

40

MajorMajor Findings FindingsResearch Question 3Research Question 3

TAKS Mathematics nn __

xx

Alternative Alternative certifiedcertified

6565 52.6552.65

Traditional Traditional certifiedcertified

6363 69.5169.51

*p≤0.05*p≤0.05

tt dfdf Sig.Sig.

(2-tailed)(2-tailed)MeanMean

DifferenDifferencece

TAKS TAKS MathMath

Equal Equal variancevariances s assumedassumed

2.7752.775 126126 .006*.006* 16.86216.862

Texas Assessment of Knowledge and Skills Texas Assessment of Knowledge and Skills Mathematics Mathematics Scores t-test Scores t-test

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Review of LiteratureReview of LiteratureResearch Questions 2 & 3Research Questions 2 & 3

Darling-Hammond, Holtzman, Gatlin, & Vasquez Heilig Darling-Hammond, Holtzman, Gatlin, & Vasquez Heilig (2005) –(2005) –

Results might be due to the specific knowledge classroom Results might be due to the specific knowledge classroom teachersteachers

need to know to effectively teach English learners. need to know to effectively teach English learners.

Darling-Hammond (2000) – Studies show that measures Darling-Hammond (2000) – Studies show that measures of teacher of teacher

preparation and certification of classroom teachers are preparation and certification of classroom teachers are the strongest the strongest

connections of student achievement in reading and connections of student achievement in reading and mathematics.mathematics.

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Review of LiteratureReview of LiteratureResearch Questions 2 & 3Research Questions 2 & 3

Laczko-Kerr & Berliner (2003) – Alternatively certified Laczko-Kerr & Berliner (2003) – Alternatively certified teachersteachers

tend to have a narrow viewpoint of curriculum and a tend to have a narrow viewpoint of curriculum and a lack oflack of

understanding of their student’s ability.understanding of their student’s ability.

Laczko-Kerr & Berliner (2003) – Alternatively certified Laczko-Kerr & Berliner (2003) – Alternatively certified teachers teachers

face difficulty translating content knowledge into face difficulty translating content knowledge into meaningful meaningful

information for their students to understand; they are information for their students to understand; they are less effective less effective

planners of instruction; and they tend not to learn about planners of instruction; and they tend not to learn about teaching teaching

through their experiences.through their experiences.

43


What do bilingual elementary What do bilingual elementary teachers who received either teachers who received either traditional or alternative traditional or alternative certification describe as factors that certification describe as factors that helped or hindered them during helped or hindered them during their preparation to enter the their preparation to enter the classroom?classroom?

44


CompetencyCompetency TraditionalTraditional AlternativeAlternative003 - Instruction 003 - Instruction

and and AssessmentAssessment

7.4%7.4% 19.6%19.6%

006 - Student 006 - Student

BehaviorBehavior9.3%9.3% 15.2%15.2%

008 - Student 008 - Student

Engagement Engagement

13.0%13.0% 21.7%21.7%

012 - Professional 012 - Professional

DevelopmentDevelopment63.0%63.0% 39.1%39.1%

Factors that Factors that helped teacher teacher

preparedness:preparedness:

45


TraditionalTraditional certified participant certified participant

““Student teaching was a wonderful experience- it really helped Student teaching was a wonderful experience- it really helped

expose me to the classroom setting.”expose me to the classroom setting.”


““The main thing that helped to prepare me for teaching was The main thing that helped to prepare me for teaching was thethe

experience provided in my field based classes. That allowed experience provided in my field based classes. That allowed meme

to interact first-hand with what would be our potential future to interact first-hand with what would be our potential future

careers.”careers.”

46


Traditional certified participant

““I was a teacher assistant for the entire time I was in I was a teacher assistant for the entire time I was in college. By thecollege. By the

time I became a teacher, I was ready. I had the knowledge time I became a teacher, I was ready. I had the knowledge to run ato run a

classroom more smoothly.”classroom more smoothly.”


““The teaching experience and my love for teaching.”The teaching experience and my love for teaching.”


““My self-enthusiasm has helped and desire to perform the My self-enthusiasm has helped and desire to perform the job hasjob has

kept me in the profession.”kept me in the profession.”

47



““Observation of veteran educators in action with their Observation of veteran educators in action with their class atclass at

several grade levels helped me a great deal. Tutoring several grade levels helped me a great deal. Tutoring children whilechildren while

in college helped prepare me also.”in college helped prepare me also.”

Alternative Alternative certified participantcertified participant

““Inservices and different institutes because they gave Inservices and different institutes because they gave me someme some

ideas and strategies to implement in the classroom.”ideas and strategies to implement in the classroom.”

48


Alternative Alternative certified participantcertified participant““I had a lot of help during my ACP training especially with I had a lot of help during my ACP training especially with

thethedevelopment of lesson plans, lesson cycles, and classroomdevelopment of lesson plans, lesson cycles, and classroommanagement.management.

Alternative Alternative certified participantcertified participant““Classroom management workshops. Lesson cycle Classroom management workshops. Lesson cycle

workshops.”workshops.”

Alternative Alternative certified participantcertified participant““Previous life experiences, plus student teaching helped Previous life experiences, plus student teaching helped

prepare me.”prepare me.”

49


Darling-Hammond (1999) –Darling-Hammond (1999) – A growing body of literature A growing body of literature confirms confirms

that effective teachers are those who comprehend their that effective teachers are those who comprehend their

subject matter, understand student learning, know a wide range subject matter, understand student learning, know a wide range of of

teaching methods, and have developed their skills under expert teaching methods, and have developed their skills under expert

guidance in clinical settings.guidance in clinical settings.

Ingersoll & Smith (2004) – Scores of educational research haveIngersoll & Smith (2004) – Scores of educational research have

recognized that the existence of a sense of community and recognized that the existence of a sense of community and cohesion cohesion

among teachers, parents, and students through professional among teachers, parents, and students through professional

development and growth is critically important for the success of development and growth is critically important for the success of

schools.schools.

50


Menken & Antunez (2001) – Teacher preparation and Menken & Antunez (2001) – Teacher preparation and professional professional

development of teachers has become a focus to the problem of development of teachers has become a focus to the problem of

teacher quality in today’s schools as a way to cultivate a pool of teacher quality in today’s schools as a way to cultivate a pool of

teachers able to effectively teach the students.teachers able to effectively teach the students.

Darling-Hammond, Holtzman, Gatlin & Vasquez Heilig (2005) – Darling-Hammond, Holtzman, Gatlin & Vasquez Heilig (2005) – A A

good quality teacher preparation program provides good quality teacher preparation program provides experiences for experiences for

the preservice teacher to convert information gained from the preservice teacher to convert information gained from

coursework in order to learn in the context of the real world of coursework in order to learn in the context of the real world of

teaching in the classroom.teaching in the classroom.

51


Factors that Factors that hinderedhindered teacher preparedness: teacher preparedness:

TraditionalTraditional certified certifiedCompetency 002 (1.9%) - Student DiversityCompetency 002 (1.9%) - Student DiversityCompetency 003 (5.6%) - Instruction and Competency 003 (5.6%) - Instruction and

AssessmentAssessmentCompetency 005 (1.9%) - Classroom ClimateCompetency 005 (1.9%) - Classroom ClimateCompetency 006 (9.3%) - Student BehaviorCompetency 006 (9.3%) - Student BehaviorCompetency 010 (3.7%) - Competency 010 (3.7%) -

Monitors/Feedback/FlexibilityMonitors/Feedback/FlexibilityCompetency 012 (9.3%) - Professional Competency 012 (9.3%) - Professional

DevelopmentDevelopment

52


Factors that Factors that hinderedhindered teacher preparedness: teacher preparedness:AlternativeAlternative certified certifiedCompetency 002 (7.7%) - Student DiversityCompetency 002 (7.7%) - Student DiversityCompetency 003 (3.8%) - Instruction and Competency 003 (3.8%) - Instruction and

AssessmentAssessmentCompetency 004 (1.9%) - Learning ProcessesCompetency 004 (1.9%) - Learning ProcessesCompetency 006 (1.9%) - Student BehaviorCompetency 006 (1.9%) - Student BehaviorCompetency 008 (5.8%) - Student EngagementCompetency 008 (5.8%) - Student EngagementCompetency 010 (3.8%) - Competency 010 (3.8%) -

Monitors/Feedback/FlexibilityMonitors/Feedback/FlexibilityCompetency 012 (3.8%) - Professional Competency 012 (3.8%) - Professional

DevelopmentDevelopment

53


Non-category factors that Non-category factors that hinderedhindered teacher teacher

preparedness:preparedness:TraditionalTraditional certified certifiedProgram structure (5.6%)Program structure (5.6%)Unrealistic teacher preparation (5.6%)Unrealistic teacher preparation (5.6%)Teaching experience (3.7%)Teaching experience (3.7%)

AlternativeAlternative certified certifiedProgram structure (7.8%)Program structure (7.8%)Unrealistic teacher preparation (2.0%)Unrealistic teacher preparation (2.0%)Expectation of “knowing how to teach” (2.0%)Expectation of “knowing how to teach” (2.0%)More hands-on preparation (2.0%)More hands-on preparation (2.0%)Mentoring (2.0%)Mentoring (2.0%)

54



““I think most education degrees and alternative certification I think most education degrees and alternative certification

programs do a great job of preparing a teacher for an programs do a great job of preparing a teacher for an idealideal teaching teaching

situation. The problem is 99% of schools are not situation. The problem is 99% of schools are not idealideal situations. situations.

Also, the larger number of minority students in Texas and their Also, the larger number of minority students in Texas and their

learning and communication styles is not addressed in most learning and communication styles is not addressed in most

education classrooms. The truth is, the minority is the majority in education classrooms. The truth is, the minority is the majority in

Texas, so why isn’t that truth really addressed in preparing Texas, so why isn’t that truth really addressed in preparing teachers teachers

to teach mostly Hispanic and African-American students?”to teach mostly Hispanic and African-American students?”

55



““The educational programs found in undergraduateThe educational programs found in undergraduate

programs are based on theories for which there is noprograms are based on theories for which there is no

practical application of them. The issues that a practical application of them. The issues that a classroomclassroom

teacher is faced with today aren’t covered in any teacher is faced with today aren’t covered in any depth fordepth for

the unsuspecting educator. Ways and tactics to deal the unsuspecting educator. Ways and tactics to deal with with

these issues are discussed even less.”these issues are discussed even less.”

56


Traditional certified participant““College cannot fully prepare you for what a teacher has in College cannot fully prepare you for what a teacher has in

store instore inthe classroom. It is learned through experience.”the classroom. It is learned through experience.”

Traditional certified participant““When I started teaching, my university courses had done When I started teaching, my university courses had done

nothingnothingfor me.”for me.”

Alternative certified participant““I was expected to know I was expected to know how tohow to teachteach since I had accepted since I had accepted

thetheposition.position.

57



““ACPs do a great job preparing a teacher for the ACPs do a great job preparing a teacher for the

ideal teaching situation. The problem is, schoolsideal teaching situation. The problem is, schools

are are notnot ideal situations.” ideal situations.”

AlternativeAlternative certified participant certified participant

““There is nothing that can ever prepare you than There is nothing that can ever prepare you than your first day in your first day in

the classroom seeing different kinds of behavior that the classroom seeing different kinds of behavior that sets the tone sets the tone

of planning especially how you teach.”of planning especially how you teach.”

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AlternativeAlternative certified participant certified participant

““Some things that hindered my teaching were not Some things that hindered my teaching were not knowing exactlyknowing exactly

what things were due/procedures or doingwhat things were due/procedures or doing

grades/referrals/basic classroom grades/referrals/basic classroom need to knowneed to know things.”things.”


““Not knowing how to handle children with special Not knowing how to handle children with special needs was aneeds was a

hindrance.”hindrance.”

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Imig (1997); Wong & Glass (2005) - Colleges and Imig (1997); Wong & Glass (2005) - Colleges and universities need universities need

to continue to transform every feature of their to continue to transform every feature of their teacher preparation teacher preparation

program in response to preparing students for program in response to preparing students for realistic teaching realistic teaching

environments which consist of economically environments which consist of economically disadvantaged, disadvantaged,

culturally and linguistically diverse student culturally and linguistically diverse student learners.learners.

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Hawley (2002) -Subject-matter content and subject-matter Hawley (2002) -Subject-matter content and subject-matter methods, as well as skills and pedagogy, need to be methods, as well as skills and pedagogy, need to be learned prior to teaching.learned prior to teaching.

Darling-Hammond (2004) - Classroom teachers admittedDarling-Hammond (2004) - Classroom teachers admittedthrough alternative certification programs have difficultythrough alternative certification programs have difficultywith curriculum development, pedagogy contentwith curriculum development, pedagogy contentknowledge, teaching to students’ different learning stylesknowledge, teaching to students’ different learning stylesand levels, classroom management, instructional deliveryand levels, classroom management, instructional deliverymethods and assessment tools, and student motivation.methods and assessment tools, and student motivation.

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What are some specific skills that What are some specific skills that alternative or traditional certified alternative or traditional certified bilingual teachers elementary bilingual teachers elementary teachers wished their preparation teachers wished their preparation program had exposed them to before program had exposed them to before entering the classroom?entering the classroom?

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CompetencyCompetency AlternativeAlternative TraditionalTraditional

002 - Student 002 - Student DiversityDiversity

21.1%21.1% 37.0%37.0%

003 - Instruction 003 - Instruction and and Assessment Assessment

19.2%19.2% 5.6%5.6%

006 - Student 006 - Student BehaviorBehavior

27.0%27.0% 26.0%26.0%

008 - Student008 - Student

EngagementEngagement23.0%23.0% 16.7%16.7%

Skills Skills wishedwished exposed to in teacher exposed to in teacher preparation:preparation:

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Non-category skills Non-category skills wishedwished exposed to for teacher exposed to for teacher

preparedness:preparedness:

TraditionalTraditional certified certified

Program structure (5.6%)Program structure (5.6%)

Realistic experiences (5.6%)Realistic experiences (5.6%)

Teaching experience (3.7%)Teaching experience (3.7%)

Teaching trends (1.9%)Teaching trends (1.9%)

AlternativeAlternative certified certified

Program structure (11.8%)Program structure (11.8%)

Realistic experiences (2.0%)Realistic experiences (2.0%)

Teaching experience (2.0%)Teaching experience (2.0%)

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Traditional certified participant““Different kinds of behavior and how to deal with situations Different kinds of behavior and how to deal with situations

as itas ithappens.”happens.”

Traditional certified participant““Needed to know how to motivate the unmotivated student. Needed to know how to motivate the unmotivated student. Helping students who fail but have the potential to perform. Helping students who fail but have the potential to perform.

ARD ARD process, modifying assignments for student with special process, modifying assignments for student with special

needs; needs; addressing the needs of the homeless students; students of addressing the needs of the homeless students; students of

trauma trauma (separation from parents; Katrina).(separation from parents; Katrina).

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Traditional Traditional certified participantcertified participant

““I strongly believe that the best way to I strongly believe that the best way to implementimplement the the competencies is competencies is

to use them in the classroom. Internships and student teaching to use them in the classroom. Internships and student teaching is is

probably the best way to actually prepare an educator. I now probably the best way to actually prepare an educator. I now can see can see

and realize that many who did not have prior experience in the and realize that many who did not have prior experience in the

classroom tend to actually harm the system, and most classroom tend to actually harm the system, and most importantly, importantly,

the students. Their hearts may be in the right place, but skills the students. Their hearts may be in the right place, but skills must must

be learned through practice.”be learned through practice.”

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““How to organize, plan for flexible groups andHow to organize, plan for flexible groups and

individual instruction.”individual instruction.”


““I wish that my university had placed me in a I wish that my university had placed me in a school where I couldschool where I could

get get realreal experience, practice, observations, experience, practice, observations, speakers (teachers).”speakers (teachers).”

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Major FindingsMajor FindingsResearch Question 5 Research Question 5

Alternative Alternative certified participantcertified participant““DISCIPLINE. DISCIPLINE. DISCIPLINE. For DISCIPLINE. DISCIPLINE. DISCIPLINE. For

example,example,dealing with one rowdy student is no big deal. I dealing with one rowdy student is no big deal. I

was taught how towas taught how tohandle that. But no one ever addressed what to do handle that. But no one ever addressed what to do

when half ofwhen half ofyour students don’t want to be in your class and your students don’t want to be in your class and

are determined toare determined toact out in order to show you this.”act out in order to show you this.”

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““Spend at least one month in a real-life classroom to get Spend at least one month in a real-life classroom to get familiar.”familiar.”


““Some of the difficulties one would come to face in the Some of the difficulties one would come to face in the classroomclassroom

environment. environment. ImmerseImmerse for a week or so in the real teaching for a week or so in the real teaching

environment. Expose the prospective teacher to the learningenvironment. Expose the prospective teacher to the learning

environment longer than just casual observations. Share environment longer than just casual observations. Share ideas,ideas,

lesson plans, etc.lesson plans, etc.

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Howard (2003) – Teacher preparation programs Howard (2003) – Teacher preparation programs must clearly must clearly

educate its students about the social framework of educate its students about the social framework of education in education in

urban schools, and by being realistic on how they urban schools, and by being realistic on how they prepare teachers prepare teachers

for the classroom. The majority of students in urban for the classroom. The majority of students in urban schools endure schools endure

a life outside of the school walls that are unfamiliar a life outside of the school walls that are unfamiliar to most of the to most of the

classroom teachers teaching in those schools.classroom teachers teaching in those schools.

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McKibben (2001) – In their efforts to provide their McKibben (2001) – In their efforts to provide their students withstudents with

positive teaching field experiences, most universities positive teaching field experiences, most universities assign students assign students

to complete class observation hours and fulfill student to complete class observation hours and fulfill student teaching teaching

assignments at schools whose student populations are assignments at schools whose student populations are not the same not the same

type of schools that these students get teaching jobs type of schools that these students get teaching jobs upon upon

graduation.graduation.

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Weiner (2003) – Urban schools tend to hire significant Weiner (2003) – Urban schools tend to hire significant numbers of numbers of

teachers who have never had formal preparation to teach. teachers who have never had formal preparation to teach. When this When this

occurs, the school becomes the training ground for classroom occurs, the school becomes the training ground for classroom

teachers to learn to teach. For these teachers, “the workplace teachers to learn to teach. For these teachers, “the workplace is their is their

classroom, as their classroom becomes their workplace.”classroom, as their classroom becomes their workplace.”

Darling-Hammond & Youngs (2002) - A teacher’s sense of Darling-Hammond & Youngs (2002) - A teacher’s sense of

preparedness has been reported to be a prevailing predictor of preparedness has been reported to be a prevailing predictor of

teaching efficacy.teaching efficacy.

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ConclusionsConclusionsIt can be concluded that the level of teacher It can be concluded that the level of teacher preparedness is critical to the impact of student preparedness is critical to the impact of student achievement. achievement.

Teacher preparation programs must construct Teacher preparation programs must construct programs that prepare teachers for realistic teaching programs that prepare teachers for realistic teaching environments comprised of economically environments comprised of economically disadvantaged, culturally and linguistically diverse disadvantaged, culturally and linguistically diverse student learners. student learners.

Alternative certification programs are not adequately Alternative certification programs are not adequately preparing 3preparing 3rdrd and 5 and 5thth grade bilingual teachers to enter grade bilingual teachers to enter the classroom.the classroom.

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RecommendationsRecommendations Alternative teacher preparation programs should Alternative teacher preparation programs should

provide rigorous training preparedness in the provide rigorous training preparedness in the areas of designing classroom instruction and areas of designing classroom instruction and assessment to promote student learning; assessment to promote student learning; creating a positive, productive classroom creating a positive, productive classroom environment; and implementing effective, environment; and implementing effective, responsive instruction and assessment.responsive instruction and assessment.

Alternative teacher preparation programs should Alternative teacher preparation programs should provide opportunities for classroom observations provide opportunities for classroom observations and field experiences in realistic classroom and field experiences in realistic classroom teaching environments prior to entering the teaching environments prior to entering the classroom as the teacher of record.classroom as the teacher of record.

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RecommendationsRecommendations Principals should provide ongoing professional Principals should provide ongoing professional

development opportunities for traditional development opportunities for traditional certified teachers to understand and apply certified teachers to understand and apply principles and techniques and strategies for principles and techniques and strategies for communicating effectively in varied teaching and communicating effectively in varied teaching and learning contexts.learning contexts.

Principals should provide ongoing professional Principals should provide ongoing professional development opportunities for traditional development opportunities for traditional certified teachers to apply and incorporate the certified teachers to apply and incorporate the use of technology to plan, organize, deliver and use of technology to plan, organize, deliver and evaluate instruction for all students.evaluate instruction for all students.

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RecommendationsRecommendations

Principals should not assume that alternative Principals should not assume that alternative certified teachers “know how to teach.”certified teachers “know how to teach.”

Principals should provide “hands-on” training Principals should provide “hands-on” training opportunities for alternative certified teachers.opportunities for alternative certified teachers.

Principals should conduct needs assessment of Principals should conduct needs assessment of all its alternative certified teachers to determine all its alternative certified teachers to determine their confidence of preparedness for the their confidence of preparedness for the classroom.classroom.

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RecommendationsRecommendations Principals should determine the level of support Principals should determine the level of support

based on the needs assessment so that a plan of based on the needs assessment so that a plan of support can be developed to support alternative support can be developed to support alternative certified teachers.certified teachers.

Principals should provide and encourage time for Principals should provide and encourage time for collaboration between alternative certified collaboration between alternative certified teachers and master teachers within grade level teachers and master teachers within grade level planning meetings and other campus teams.planning meetings and other campus teams.

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RecommendationsRecommendations Principals should ensure that mentoring supports Principals should ensure that mentoring supports

are in place for alternative certified teachers by are in place for alternative certified teachers by holding those involved accountable for providing holding those involved accountable for providing the support (i.e. mentor and assigned campus the support (i.e. mentor and assigned campus administrator) needed.administrator) needed.

Principals should provide ongoing professional Principals should provide ongoing professional development opportunities for alternative development opportunities for alternative certified teachers on student diversity to include certified teachers on student diversity to include planning for learning experiences, and designing planning for learning experiences, and designing assessments that are responsive to student assessments that are responsive to student differences that promote student learning.differences that promote student learning.

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RecommendationsRecommendations Principals should provide ongoing professional Principals should provide ongoing professional

development opportunities for alternative development opportunities for alternative certified teachers on strategies for creating an certified teachers on strategies for creating an organized and productive learning environment organized and productive learning environment and for managing student behavior.and for managing student behavior.

Principals should provide ongoing professional Principals should provide ongoing professional development opportunities for alternative development opportunities for alternative certified teachers to learn appropriate certified teachers to learn appropriate instructional strategies that actively engage instructional strategies that actively engage students in the learning process.students in the learning process.

79

RecommendationsRecommendations

Principals should engage the assistance of Principals should engage the assistance of district curriculum teams to aid alternative district curriculum teams to aid alternative certified teachers with implementation of certified teachers with implementation of curriculum and assessment.curriculum and assessment.

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RecommendationsRecommendationsfor Further Studyfor Further Study

A study could be conducted to compare first-year A study could be conducted to compare first-year alternatively certified bilingual classroom teachers alternatively certified bilingual classroom teachers with first-year traditional certified bilingual with first-year traditional certified bilingual classroom teachers to determine whether there is classroom teachers to determine whether there is a difference in student achievement based on the a difference in student achievement based on the annual student assessment.annual student assessment.

A study could be conducted to compare A study could be conducted to compare experienced alternatively certified bilingual experienced alternatively certified bilingual classroom teachers with experienced traditional classroom teachers with experienced traditional certified bilingual classroom teachers to certified bilingual classroom teachers to determine whether there is a difference in student determine whether there is a difference in student achievement based on the annual student achievement based on the annual student assessment.assessment.

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A study could be conducted to compare A study could be conducted to compare alternatively certified bilingual classroom alternatively certified bilingual classroom teachers and traditional certified bilingual teachers and traditional certified bilingual classroom teachers to determine whether there classroom teachers to determine whether there is a difference in student achievement by is a difference in student achievement by matching identical or similar teacher preparation matching identical or similar teacher preparation program characteristics.program characteristics.

A study could be conducted to see if a difference A study could be conducted to see if a difference exists in student achievement among elementary exists in student achievement among elementary bilingual students in small urban schools.bilingual students in small urban schools.

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A study could be conducted to see if a difference A study could be conducted to see if a difference exists in student achievement among elementary exists in student achievement among elementary bilingual students in small rural schools.bilingual students in small rural schools.

A study could be conducted to see if a difference A study could be conducted to see if a difference exists in student achievement among elementary exists in student achievement among elementary bilingual students from different regions in the bilingual students from different regions in the United States.United States.

*

A Comparison of Alternatively and A Comparison of Alternatively and Traditionally Certified Bilingual Traditionally Certified Bilingual

Elementary Teachers’ Elementary Teachers’ Student Achievement Scores in Student Achievement Scores in

Selected Major Urban Texas SchoolsSelected Major Urban Texas Schools

Dissertation Defense Dissertation Defense

Candidate: Roselia Alaniz SalinasCandidate: Roselia Alaniz Salinas

dr. roselia alaniz salins, phd dissertation defense, dr. william allan kritsonis, dissertation chair

Education

traditional certified

alternative certified

study traditional certified

study alternative

alternative certification

extent classroom teachers

bilingual classroom

texas assessment of