Dr. Roselia Alaniz Salinas, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

8/14/2019 Dr. Roselia Alaniz Salinas, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

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

Educational LeadershipEducational 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 andA Comparison of Alternatively and

Traditionally Certified BilingualTraditionally Certified BilingualElementary Teachers’Elementary Teachers’

Student Achievement Scores inStudent Achievement Scores in

Selected Major Urban Texas SchoolsSelected Major Urban Texas Schools

A Dissertation DefenseA Dissertation Defense

byby

Roselia Alaniz SalinasRoselia Alaniz Salinas

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

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



3

Dissertation DefenseDissertation Defense

FormatFormatI.I. Theoretical Framework Theoretical Framework

II.II. Purpose of the StudyPurpose of the Study

III.III. Research QuestionsResearch Questions

IV.IV. Method of ProcedureMethod of ProcedureV.V. Quantitative Major FindingsQuantitative Major Findings

VI.VI. Qualitative Major FindingsQualitative Major Findings

VII.VII. Review of LiteratureReview of LiteratureVIII.VIII. RecommendationsRecommendations



4

Theoretical Framework Theoretical Framework

TAKSREADING

TAKS

MATH

CertificationCertificationRoutesRoutes

StudentStudent

PerformancePerformance

TRADITIONAL

ALTERNATIVE

001. HumanDevelopmentProcesses002. Student Diversity003. Instruction &

Assessment004. Learning Processes005. ClassroomClimate006. Student Behavior007. Communication

008. StudentEngagement009. Technology010. Monitors Feedback/Flexibility011. Family

Involvement012. Professional

TeacherTeacher

CompetenciesCompetencies



5

Purpose of the StudyPurpose 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 orcertification route (i.e., alternative or

traditional) made a difference in thetraditional) made a difference in theperformance of elementary bilingualperformance of elementary bilingual

students in selected major urban schoolstudents in selected major urban schooldistricts in Texas as measured by thedistricts in Texas as measured by the

Texas Assessment of Knowledge and Texas Assessment of Knowledge andSkills (TAKS).Skills (TAKS).



6

Purpose of the StudyPurpose of the Study

2.2. It attempted to distinguish if similarities orIt attempted to distinguish if similarities ordifferences exist in teacher preparation routes.differences exist in teacher preparation routes.

3.3. It intended to identify the extent classroomIt intended to identify the extent classroomteachers were prepared by their certificationteachers were prepared by their certificationprogram in the 13 teacher competenciesprogram in the 13 teacher competencies

outlined in the Texas Examinations of Educatoroutlined in the Texas Examinations of EducatorStandards (TExES).Standards (TExES).



7

Quantitative ResearchQuantitative Research

QuestionsQuestions

1.1. How do bilingual elementaryHow do bilingual elementary

teachers rate their preparedness forteachers rate their preparedness for

the teaching profession asthe teaching profession asdetermined by the 13 teacherdetermined by the 13 teachercompetencies measured by thecompetencies measured by theSurvey on Competencies Learned Survey on Competencies Learned

Through Certification RoutesThrough Certification Routes instrument?instrument?



8


QuestionsQuestions

22. What are the differences in the. What are the differences in the

academic performance of 3academic performance of 3rdrd and 5and 5thth grade students taught in a bilingualgrade students taught in a bilingual

classroom setting by traditional certifiedclassroom setting by traditional certifiedteachers compared to those taught byteachers compared to those taught by

alternative certified teachers based onalternative certified teachers based onthe Texas Assessment of Knowledge andthe Texas Assessment of Knowledge and

Skills (TAKS) “Percent Met Standard”Skills (TAKS) “Percent Met Standard”scores inscores in ReadingReading??



9


QuestionsQuestions

3.3. What are the differences in theWhat are the differences in theacademic performance of 3academic performance of 3rdrd and 5and 5thth grade students taught in a bilingualgrade students taught in a bilingual

classroom setting by traditional certifiedclassroom setting by traditional certifiedteachers compared to those taught byteachers compared to those taught byalternative certified teachers based onalternative certified teachers based onthe Texas Assessment of Knowledge andthe Texas Assessment of Knowledge and

Skills (TAKS) “Percent Met Standard”Skills (TAKS) “Percent Met Standard”scores inscores in MathematicsMathematics??



10

Null HypothesesNull Hypotheses

HH0101 - There are no statistically significant- There are no statistically significant

differences in the academic performances of differences in the academic performances of 33rdrd and 5and 5thth grade students taught in a bilingualgrade students taught in a bilingual

classroom setting by traditional certifiedclassroom setting by traditional certifiedteachers compared to those taught byteachers compared to those taught byalternative certified teachers based on thealternative certified teachers based on the

Texas Assessment of Knowledge and Skills Texas Assessment of Knowledge and Skills

(TAKS) “Percent Met Standard” scores in(TAKS) “Percent Met Standard” scores inReadingReading..



11

Null HypothesesNull Hypotheses

HH0202 - There are no statistically significant- There are no statistically significant

differences in the academic performances of differences in the academic performances of 33rdrd and 5and 5thth grade students taught in a bilingualgrade students taught in a bilingual

classroom setting by traditional certifiedclassroom setting by traditional certifiedteachers compared to those taught byteachers compared to those taught byalternative certified teachers based on thealternative certified teachers based on the

Texas Assessment of Knowledge and Skills Texas Assessment of Knowledge and Skills

(TAKS) “Percent Met Standard” scores in(TAKS) “Percent Met Standard” scores inMathematicsMathematics..



12

Qualitative ResearchQualitative Research

QuestionsQuestions4.4. What do bilingual elementaryWhat do bilingual elementary

teachers who received eitherteachers who received eithertraditional or alternative certificationtraditional or alternative certification

describe as factors that helped ordescribe as factors that helped orhindered them during theirhindered them during theirpreparation to enter the classroom?preparation to enter the classroom?



13

Qualitative ResearchQualitative Research

QuestionsQuestions5.5. What are some specific skills thatWhat are some specific skills that

alternative or traditional certifiedalternative or traditional certifiedbilingual elementary teachers wishedbilingual elementary teachers wished

their preparation program hadtheir preparation program hadexposed them to before entering theexposed them to before entering theclassroom?classroom?



14

Mixed Methods StudyMixed Methods Study

Quantitative DataQuantitative Data

Descriptive StatisticsDescriptive StatisticsDemographic dataDemographic data

13 teacher competencies13 teacher competencies

Independent t-testIndependent t-testComparison of MeansComparison of Means



15

Mixed Methods StudyMixed Methods Study

Qualitative DataQualitative Data

Two-open ended questions Two-open ended questions

Triangulation – Validation of the Findings Triangulation – Validation of the Findings Categorized the teacher participant questionnaireCategorized the teacher participant questionnaire

responses to the 13 teacher competencies;responses to the 13 teacher competencies;

Performed an analysis of the quantitative dataPerformed an analysis of the quantitative datacollected; andcollected; and

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



16

MethodMethod

Independent Variables – TeacherIndependent Variables – Teachercertification routes (certification routes (alternativealternative oror

traditionaltraditional))

Dependent Variable – StudentDependent Variable – Student

achievement based on “Percent Metachievement based on “Percent Met

Standard” in Mathematics and ReadingStandard” in Mathematics and Reading TAKS scores by teacher. TAKS scores by teacher.



17

MethodMethod

Subjects of the StudySubjects of the Study

Alternative and traditional certifiedAlternative and traditional certifiedelementary bilingual teacherselementary bilingual teachers

Grades 3 and 5Grades 3 and 5

5 major urban school districts5 major urban school districts

25 demographically similar schools25 demographically similar schools

116 teachers responded out of 206116 teachers responded out of 206 56% rate of return56% rate of return





19

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



20

MethodMethod

InstrumentationInstrumentation Survey on Competencies Learned Through theSurvey on Competencies Learned Through the

Certification RouteCertification Route

Instrument components:Instrument components: 13 closed-ended responses taken from the Texas13 closed-ended responses taken from the Texas

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

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

2 open-ended questions soliciting responses about2 open-ended questions soliciting responses aboutlevel of teacher preparedness.level of teacher preparedness.



21

MethodMethod

Pilot test conducted in an urban districtPilot test conducted in an urban district

with similar demographics consisting of with similar demographics consisting of

40 participants.40 participants.



22

MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competencies

Domain I – Designing Instruction and Assessment toDomain I – Designing Instruction and Assessment toPromote Student LearningPromote Student Learning

001.001. The teacher understands The teacher understands human developmenthuman developmentprocessesprocesses and applies this knowledge to planand applies this knowledge to planinstruction and ongoing assessment thatinstruction and ongoing assessment thatmotivate students and are responsive to theirmotivate students and are responsive to theirdevelopment characteristics and needs.development characteristics and needs.

002.002. The teacher understands The teacher understands student diversitystudent diversity andandknows how to plan learning differences andknows how to plan learning differences anddesign assessments that are responsive todesign assessments that are responsive todifferences among students and that promote alldifferences among students and that promote allstudents’ learning.students’ learning.



23

MethodMethod

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

Promote Student LearningPromote Student Learning

003.003. The teacher understands procedures for The teacher understands procedures for designingdesigning

effective and coherenteffective and coherent instruction and assessmentinstruction and assessment basedbased on appropriate learning goals and objectives.on appropriate learning goals and objectives.

004.004. The teacher understands learning processes and The teacher understands learning processes andfactors that impactfactors that impact student learningstudent learning andand

demonstrates this knowledge by planning effective,demonstrates this knowledge by planning effective,engaging instruction and appropriate assessments.engaging instruction and appropriate assessments.



24

MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain II – Creating a Positive, Productive ClassroomDomain II – Creating a Positive, Productive Classroom

EnvironmentEnvironment

005.005. The teacher knows how to establish The teacher knows how to establish classroomclassroom

climateclimate that fosters learning, equity, and excellencethat fosters learning, equity, and excellenceand uses this knowledge to create a physical andand uses this knowledge to create a physical andemotional environment that is safe and productive.emotional environment that is safe and productive.

006.006. The teacher understands strategies for creating an The teacher understands strategies for creating anorganized and productive environmentorganized and productive environment forformanaging student behavior.managing student behavior.



25

MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain III – Implementing Effective, ResponsiveDomain III – Implementing Effective, Responsive

InstructionInstruction

and Assessmentand Assessment

007.007. The teacher understands and applies The teacher understands and appliesprinciples and strategies forprinciples and strategies for communicatingcommunicatingeffectivelyeffectively in varied teaching and learningin varied teaching and learningcontexts.contexts.

008.008. The teacher provides The teacher provides appropriateappropriateinstructioninstruction that actively engages students inthat actively engages students inthe learning process.the learning process.



26

MethodMethod

Instrumentation: 13 teacher competenciesInstrumentation: 13 teacher competenciesDomain III – Implementing Effective, ResponsiveDomain III – Implementing Effective, Responsive

InstructionInstruction

and Assessmentand Assessment

009.009. The teacher incorporates the effective use of The teacher incorporates the effective use of technologytechnology to plan, organize, deliver, andto plan, organize, deliver, andevaluate instruction for allevaluate instruction for all students.students.

010.010. The teacher monitors The teacher monitors studentstudentperformanceperformance andand achievementachievement; provides; providesstudents with timely, high-qualitystudents with timely, high-quality feedback;feedback;and responds flexibly to promote learning forand responds flexibly to promote learning for

all students.all students.



27

MethodMethod


Domain IV – Fulfilling Professional Roles and ResponsibilitiesDomain IV – Fulfilling Professional Roles and Responsibilities

011.011. The teacher understands the importance of The teacher understands the importance of familyfamily

involvementinvolvement in children’s education and knows how toin children’s education and knows how tointeract and communicate effectively with families.interact and communicate effectively with families.

012.012. The teacher enhances professional knowledge and skills The teacher enhances professional knowledge and skillsby effectively interacting with other members of theby effectively interacting with other members of theeducational community and participating in various typeseducational community and participating in various typesof of professional activities.professional activities.



28

MethodMethod


Domain IV – Fulfilling Professional Roles andDomain IV – Fulfilling Professional Roles andResponsibilitiesResponsibilities

013.013. The teacher understands and adheres to The teacher understands and adheres to legallegal

and ethical requirementsand ethical requirements for educators andfor educators and

is knowledgeable of the structure of educationis knowledgeable of the structure of educationin Texas.in Texas.



29

Major FindingsMajor Findings

Research Question 1Research Question 1

How do bilingual elementaryHow do bilingual elementary

teachers rate their preparedness forteachers rate their preparedness for

the teaching profession asthe teaching profession asdetermined by the 13 teacherdetermined by the 13 teacher

competencies measured by thecompetencies measured by the

Survey on Competencies Learned Survey on Competencies Learned Through Certification RoutesThrough Certification Routes instrument?instrument?



30


Research Question 1Research Question 1TraditionalTraditional certifiedcertified

participantsparticipants

>>50%50% rated teacherrated teacher

preparedness aspreparedness as

““significantlysignificantly

preparedprepared””

inin 11 of the 1311 of the 13

teacher competencies.teacher competencies.

001-Human Development Processes001-Human Development Processes

002-Student Diversity002-Student Diversity

003-Instruction and Assessment003-Instruction and Assessment

004-Learning Processes004-Learning Processes

005-Classroom Climate005-Classroom Climate

006-Student Behavior006-Student Behavior

008-Student Engagement008-Student Engagement

010-Monitors/Feedback/Flexibility010-Monitors/Feedback/Flexibility

011-Family Involvement011-Family Involvement

012-Professional Development012-Professional Development

013-Legal and Ethical013-Legal and Ethical



31


Research Question 1Research Question 1TraditionalTraditional certifiedcertified


<50%<50% rated teacherrated teacher


““significantly prepared”significantly prepared”



007-Communication007-Communication

009-Technology009-Technology



32


Research Question 1Research Question 1AlternativeAlternative certifiedcertified


>>50%50% rated teacherrated teacher


““significantlysignificantly

preparedprepared””



004-Learning Processes004-Learning Processes

005-Classroom Climate005-Classroom Climate

010-010-Monitors/Feedback/FlexibilitMonitors/Feedback/Flexibilityy

012-Professional012-ProfessionalDevelopmentDevelopment

013-Legal and Ethical013-Legal and Ethical



33


Research Question 1Research Question 1AlternativeAlternative certifiedcertified


<50%<50% rated teacherrated teacher

preparednesspreparedness

as “not significantlyas “not significantlyprepared”prepared”



001-Human Development Processes001-Human Development Processes

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



34

Review of LiteratureReview of Literature


Laczko-Kerr & Berliner (2003) – Classroom teachers appear toLaczko-Kerr & Berliner (2003) – Classroom teachers appear to

perform better in their teaching abilities if they have fulfilled aperform better in their teaching abilities if they have fulfilled a

teacher preparation program that concentrates on contentteacher preparation program that concentrates on content

knowledge, pedagogical coursework including learning theories,knowledge, pedagogical coursework including learning theories,

developmental theories, theories of motivation and issues of developmental theories, theories of motivation and issues of

student assessment and practice teaching.student assessment and practice teaching.

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

design, learning theory and child adolescent development beforedesign, learning theory and child adolescent development before

they get in front of a class of students and be a successful teacher.they get in front of a class of students and be a successful teacher.



35



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

confirms that effective teachers are those whoconfirms that effective teachers are those who

comprehend theircomprehend theirsubject matter, understand student learning andsubject matter, understand student learning and

development,development,know a wide range of teaching methods, and haveknow a wide range of teaching methods, and have

developed theirdeveloped theirskills under expert guidance.skills under expert guidance.



36


Research Question 1Research Question 1Lannie & McCurdy (2007) – Classroom management is seen as anLannie & McCurdy (2007) – Classroom management is seen as an

important component of effective teaching. For classroom teachersimportant component of effective teaching. For classroom teachersto be successful in urban schools, they must embed classroomto be successful in urban schools, they must embed classroom

management in every phase of classroom life, making the teachingmanagement in every phase of classroom life, making the teaching

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

Ingersoll & Smith (2004) – Scores of educational research haveIngersoll & Smith (2004) – Scores of educational research haverecognized that the existence of a sense of community andrecognized that the existence of a sense of community and

cohesion among teachers, parents, and students throughcohesion among teachers, parents, and students through

professional development and growth is critically important for theprofessional development and growth is critically important for the

success of schools.success of schools.

––



37



What are the differences in the academicWhat are the differences in the academicperformance of 3performance of 3rdrd and 5and 5thth grade studentsgrade studentstaught in a bilingual education classroomtaught in a bilingual education classroomsetting by traditional certified teacherssetting by traditional certified teacherscompared to those taught by alternativecompared to those taught by alternativecertified teachers based on the Texascertified teachers based on the TexasAssessment of Knowledge and Skills (TAKS)Assessment of Knowledge and Skills (TAKS)

“Percent Met Standard” scores in“Percent Met Standard” scores in ReadingReading??

j i di



38



n _ x

Alternative certified 80 54.31

Traditional certified 110 67.84

TAKS Reading

*p≤0.05*p≤0.05

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

t df Sig.

(2-tailed)

Mean

Difference

TAKS

Reading

Equalvariancesassumed

2.689 188 .008* 13.524



39



What are the differences in the academicWhat are the differences in the academicperformance of 3performance of 3rdrd and 5and 5thth grade students taught in agrade students taught in abilingual education classroom setting by traditionalbilingual education classroom setting by traditionalcertified teachers compared to those taught bycertified teachers compared to those taught by

alternative certified teachers based on the Texasalternative certified teachers based on the TexasAssessment of Knowledge and Skills (TAKS) “PercentAssessment of Knowledge and Skills (TAKS) “PercentMet Standard” scores inMet Standard” scores in MathematicsMathematics??



40

MajorMajor FindingsFindings


TAKS Mathematics n _

xAlternativecertified

65 52.65

Traditionalcertified

63 69.51

*p≤0.05*p≤0.05

t df Sig.

(2-tailed)

Mean

Difference

TAKSMath

Equalvariancesassumed

2.775 126 .006* 16.862

Texas Assessment of Knowledge and SkillsTexas Assessment of Knowledge and Skills MathematicsMathematics Scores t-testScores t-test



41


Research Questions 2 & 3Research Questions 2 & 3

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

Results might be due to the specific knowledge classroomResults might be due to the specific knowledge classroomteachersteachers

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

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

preparation and certification of classroom teachers are thepreparation and certification of classroom teachers are thestrongeststrongest

connections of student achievement in reading andconnections of student achievement in reading andmathematics.mathematics.



42


Research Questions 2 & 3Research Questions 2 & 3

Laczko-Kerr & Berliner (2003) – Alternatively certifiedLaczko-Kerr & Berliner (2003) – Alternatively certifiedteachersteachers

tend to have a narrow viewpoint of curriculum and a lacktend to have a narrow viewpoint of curriculum and a lackof of

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

Laczko-Kerr & Berliner (2003) – Alternatively certifiedLaczko-Kerr & Berliner (2003) – Alternatively certifiedteachersteachers

face difficulty translating content knowledge intoface difficulty translating content knowledge intomeaningfulmeaningful

information for their students to understand; they are lessinformation for their students to understand; they are lesseffectiveeffective

planners of instruction; and they tend not to learn aboutplanners of instruction; and they tend not to learn aboutteachingteaching

through their experiences.through their experiences.



43



What do bilingual elementaryWhat do bilingual elementary

teachers who received eitherteachers who received either

traditional or alternative certificationtraditional or alternative certificationdescribe as factors that helped ordescribe as factors that helped or

hindered them during theirhindered them during their

preparation to enter the classroom?preparation to enter the classroom?




44



Competency Traditional Alternative

003 - Instruction andAssessment

7.4% 19.6%

006 - Student

Behavior9.3% 15.2%

008 - Student

Engagement

13.0% 21.7%

012 - Professional

Development63.0% 39.1%

Factors thatFactors that helped teacherteacher

preparedness:preparedness:

j i di



45



Traditional Traditional certified participantcertified participant

““Student teaching was a wonderful experience- it really helpedStudent 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 The main thing that helped to prepare me for teaching was the

experience provided in my field based classes. That allowed meexperience provided in my field based classes. That allowed me

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

careers.”careers.”

M j Fi di



46



Traditional certified participant

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

By theBy the

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

run arun aclassroom 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 jobMy self-enthusiasm has helped and desire to perform the jobhashas

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

j i diM j Fi di



47




““Observation of veteran educators in action with theirObservation of veteran educators in action with theirclass atclass at

several grade levels helped me a great deal. Tutoringseveral grade levels helped me a great deal. Tutoringchildren whilechildren while

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

AlternativeAlternative certified participantcertified participant““Inservices and different institutes because they gaveInservices 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.”



R i f LiR i f Lit t



49


Research Question 4Research Question 4Darling-Hammond (1999) –Darling-Hammond (1999) – A growing body of literature confirmsA growing body of literature confirms

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

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

teaching methods, and have developed their skills under expertteaching 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 cohesionrecognized that the existence of a sense of community and cohesion

among teachers, parents, and students through professionalamong 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.

R i f LiR i f Lit t



50



Menken & Antunez (2001) – Teacher preparation and professionalMenken & Antunez (2001) – Teacher preparation and 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) – ADarling-Hammond, Holtzman, Gatlin & Vasquez Heilig (2005) – Agood quality teacher preparation program provides experiences forgood quality teacher preparation program provides experiences for

the preservice teacher to convert information gained fromthe 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.



M j Fi diM j Fi di



52



Factors thatFactors that hinderedhindered teacher preparedness:teacher preparedness:

AlternativeAlternative certifiedcertifiedCompetency 002 (7.7%) - Student DiversityCompetency 002 (7.7%) - Student DiversityCompetency 003 (3.8%) - Instruction and AssessmentCompetency 003 (3.8%) - Instruction and Assessment

Competency 004 (1.9%) - Learning ProcessesCompetency 004 (1.9%) - Learning Processes

Competency 006 (1.9%) - Student BehaviorCompetency 006 (1.9%) - Student BehaviorCompetency 008 (5.8%) - Student EngagementCompetency 008 (5.8%) - Student Engagement

Competency 010 (3.8%) - Monitors/Feedback/FlexibilityCompetency 010 (3.8%) - Monitors/Feedback/Flexibility

Competency 012 (3.8%) - Professional DevelopmentCompetency 012 (3.8%) - Professional Development

M j Fi diM j Fi di



53



Non-category factors thatNon-category factors that hinderedhindered teacher preparedness:teacher preparedness:

Traditional Traditional certifiedcertified

Program 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 certifiedcertified


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%)

M j Fi diM j Fi di



54




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

programs do a great job of preparing a teacher for anprograms do a great job of preparing a teacher for an idealideal teachingteaching

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

Also, the larger number of minority students in Texas and theirAlso, the larger number of minority students in Texas and theirlearning and communication styles is not addressed in mostlearning and communication styles is not addressed in most

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

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

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

M j Fi diM j Fi di



55


Research Question 4Research Question 4 Traditional certified participant

““ The educational programs found in undergraduate The 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 classroompractical application of them. The issues that a classroom

teacher is faced with today aren’t covered in any depth forteacher is faced with today aren’t covered in any depth forthe unsuspecting educator. Ways and tactics to deal withthe unsuspecting educator. Ways and tactics to deal with

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

M j Fi diMajor Findings



56




““College cannot fully prepare you for what a teacher has in store inCollege cannot fully prepare you for what a teacher has in store in

the 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 nothingWhen I started teaching, my university courses had done nothing

for me.”for me.”

Alternative certified participant

““I was expected to knowI was expected to know how tohow to teachteach since I had accepted thesince I had accepted the

position.position.




57


Research Question 4Research Question 4AlternativeAlternative certified participantcertified participant

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

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

areare not not ideal situations.”ideal situations.”

AlternativeAlternative certified participantcertified participant

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

the classroom seeing different kinds of behavior thatthe classroom seeing different kinds of behavior thatsets the tonesets the tone

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




58




““Some things that hindered my teaching were not knowingSome things that hindered my teaching were not knowingexactlyexactly

what things were due/procedures or doingwhat things were due/procedures or doinggrades/referrals/basic classroomgrades/referrals/basic classroom need to knowneed to know things.”things.”


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

hindrance.”hindrance.”

Re ie of Literat reReview of Literature



59



Imig (1997); Wong & Glass (2005) - Colleges andImig (1997); Wong & Glass (2005) - Colleges anduniversities needuniversities need

to continue to transform every feature of theirto continue to transform every feature of their

teacher preparationteacher preparation

program in response to preparing students forprogram in response to preparing students forrealistic teachingrealistic teaching

environments which consist of economicallyenvironments which consist of economically

disadvantaged,disadvantaged,

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




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Hawley (2002) -Subject-matter content and subject-matterHawley (2002) -Subject-matter content and subject-matter

methods, as well as skills and pedagogy, need to bemethods, 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 difficulty

with curriculum development, pedagogy contentwith curriculum development, pedagogy content

knowledge, teaching to students’ different learning stylesknowledge, teaching to students’ different learning styles

and levels, classroom management, instructional deliveryand levels, classroom management, instructional delivery

methods and assessment tools, and student motivation.methods and assessment tools, and student motivation.




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What are some specific skills thatWhat are some specific skills thatalternative or traditional certifiedalternative or traditional certified

bilingual teachers elementarybilingual teachers elementaryteachers wished their preparationteachers wished their preparation

program had exposed them to beforeprogram had exposed them to before

entering the classroom?entering the classroom?




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Competency Alternative Traditional

002 - StudentDiversity

21.1% 37.0%

003 - InstructionandAssessment

19.2% 5.6%

006 - StudentBehavior

27.0% 26.0%

008 - Student

Engagement

23.0% 16.7%

SkillsSkills wishedwished exposed to in teacherexposed to in teacherpreparation:preparation:




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Research Question 5Research Question 5Non-category skillsNon-category skills wishedwished exposed to for teacher preparedness:exposed to for teacher preparedness: Traditional Traditional certifiedcertified


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


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

AlternativeAlternative certifiedcertified


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





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Research Question 5Research Question 5 Traditional certified participant““Different kinds of behavior and how to deal with situations as itDifferent kinds of behavior and how to deal with situations as it

happens.”happens.”


““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. ARDHelping students who fail but have the potential to perform. ARD

process, modifying assignments for student with special needs;process, modifying assignments for student with special needs;

addressing the needs of the homeless students; students of traumaaddressing the needs of the homeless students; students of trauma

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




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Research Question 5Research Question 5 Traditional Traditional certified participantcertified participant

““I strongly believe that the best way toI strongly believe that the best way to implement implement the competenciesthe competenciesisis

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

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

seesee

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

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

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

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




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Research Question 5Research Question 5 Traditional Traditional certified participantcertified participant

““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 schoolI wish that my university had placed me in a school

where I couldwhere I could

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






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Research Question 5Research Question 5AlternativeAlternative certified participantcertified participant

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


““Some of the difficulties one would come to face in the classroomSome of the difficulties one would come to face in the classroom

environment.environment. ImmerseImmerse for a week or so in the real teachingfor a week or so in the real teachingenvironment. Expose the prospective teacher to the learningenvironment. Expose the prospective teacher to the learning

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

lesson plans, etc.lesson plans, etc.




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

clearlyclearly

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

education ineducation inurban schools, and by being realistic on how theyurban schools, and by being realistic on how theyprepare teachersprepare teachers

for the classroom. The majority of students in urbanfor the classroom. The majority of students in urbanschools endureschools endure

a life outside of the school walls that are unfamiliar toa life outside of the school walls that are unfamiliar tomost of themost 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 theirMcKibben (2001) – In their efforts to provide theirstudents withstudents with

positive teaching field experiences, most universitiespositive teaching field experiences, most universities

assign studentsassign studentsto complete class observation hours and fulfill studentto complete class observation hours and fulfill student

teachingteaching

assignments at schools whose student populations areassignments at schools whose student populations are

not the samenot the same

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

uponupon

graduation.graduation.




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

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

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

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

It can be concluded that the level of teacherIt can be concluded that the level of teacherpreparedness is critical to the impact of studentpreparedness is critical to the impact of studentachievement.achievement.

Teacher preparation programs must construct programs Teacher preparation programs must construct programs

that prepare teachers for realistic teachingthat prepare teachers for realistic teachingenvironments comprised of economicallyenvironments comprised of economically

disadvantaged, culturally and linguistically diversedisadvantaged, culturally and linguistically diverse

student learners.student learners.

Alternative certification programs are not adequatelyAlternative certification programs are not adequatelypreparing 3preparing 3rdrd and 5and 5thth grade bilingual teachers to entergrade bilingual teachers to enter

the classroom.the classroom.



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RecommendationsRecommendations

Alternative teacher preparation programs shouldAlternative teacher preparation programs shouldprovide rigorous training preparedness in the areasprovide rigorous training preparedness in the areasof designing classroom instruction and assessmentof designing classroom instruction and assessmentto promote student learning; creating a positive,to promote student learning; creating a positive,productive classroom environment; andproductive classroom environment; andimplementing effective, responsive instruction andimplementing effective, responsive instruction and

assessment.assessment.

Alternative teacher preparation programs shouldAlternative teacher preparation programs shouldprovide opportunities for classroom observationsprovide opportunities for classroom observationsand field experiences in realistic classroom teachingand field experiences in realistic classroom teaching

environments prior to entering the classroom as theenvironments prior to entering the classroom as theteacher of record.teacher of record.



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Principals should provide ongoing professionalPrincipals should provide ongoing professionaldevelopment opportunities for traditional certifieddevelopment opportunities for traditional certifiedteachers to understand and apply principles andteachers to understand and apply principles andtechniques and strategies for communicating effectivelytechniques and strategies for communicating effectively

in varied teaching and learning contexts.in varied teaching and learning contexts.

Principals should provide ongoing professionalPrincipals should provide ongoing professionaldevelopment opportunities for traditional certifieddevelopment opportunities for traditional certified

teachers to apply and incorporate the use of technologyteachers to apply and incorporate the use of technology

to plan, organize, deliver and evaluate instruction for allto plan, organize, deliver and evaluate instruction for allstudents.students.



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

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

Principals should conduct needs assessment of allPrincipals should conduct needs assessment of allits alternative certified teachers to determineits alternative certified teachers to determinetheir confidence of preparedness for thetheir confidence of preparedness for theclassroom.classroom.



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Principals should determine the level of supportPrincipals should determine the level of supportbased 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 alternativesupport can be developed to support alternativecertified teachers.certified teachers.

Principals should provide and encourage time forPrincipals should provide and encourage time forcollaboration between alternative certifiedcollaboration between alternative certifiedteachers and master teachers within grade levelteachers and master teachers within grade level

planning meetings and other campus teams.planning meetings and other campus teams.



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Principals should ensure that mentoring supportsPrincipals should ensure that mentoring supportsare in place for alternative certified teachers byare in place for alternative certified teachers byholding those involved accountable for providingholding those involved accountable for providingthe support (i.e. mentor and assigned campusthe support (i.e. mentor and assigned campusadministrator) needed.administrator) needed.

Principals should provide ongoing professionalPrincipals should provide ongoing professionaldevelopment opportunities for alternativedevelopment opportunities for alternativecertified teachers on student diversity to includecertified teachers on student diversity to includeplanning for learning experiences, and designingplanning for learning experiences, and designing

assessments that are responsive to studentassessments that are responsive to studentdifferences that promote student learning.differences that promote student learning.

d i



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Principals should provide ongoing professionalPrincipals should provide ongoing professionaldevelopment opportunities for alternative certifieddevelopment opportunities for alternative certifiedteachers on strategies for creating an organized andteachers on strategies for creating an organized andproductive learning environment and for managingproductive learning environment and for managing

student behavior.student behavior.

Principals should provide ongoing professionalPrincipals should provide ongoing professionaldevelopment opportunities for alternative certifieddevelopment opportunities for alternative certified

teachers to learn appropriate instructional strategiesteachers to learn appropriate instructional strategies

that actively engage students in the learning process.that actively engage students in the learning process.






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for Further Studyfor Further Study

A study could be conducted to compare first-yearA study could be conducted to compare first-yearalternatively certified bilingual classroom teachersalternatively certified bilingual classroom teacherswith first-year traditional certified bilingual classroomwith first-year traditional certified bilingual classroomteachers to determine whether there is a difference inteachers to determine whether there is a difference instudent achievement based on the annual studentstudent achievement based on the annual student

assessment.assessment.

A study could be conducted to compare experiencedA study could be conducted to compare experiencedalternatively certified bilingual classroom teachersalternatively certified bilingual classroom teacherswith experienced traditional certified bilingualwith experienced traditional certified bilingual

classroom teachers to determine whether there is aclassroom teachers to determine whether there is adifference in student achievement based on thedifference in student achievement based on theannual student assessment.annual student assessment.




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A study could be conducted to compareA study could be conducted to comparealternatively certified bilingual classroomalternatively certified bilingual classroomteachers and traditional certified bilingualteachers and traditional certified bilingualclassroom teachers to determine whether there isclassroom teachers to determine whether there isa difference in student achievement by matchinga difference in student achievement by matchingidentical or similar teacher preparation programidentical or similar teacher preparation programcharacteristics.characteristics.

A study could be conducted to see if a differenceA study could be conducted to see if a differenceexists in student achievement among elementaryexists in student achievement among elementarybilingual students in small urban schools.bilingual students in small urban schools.




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A study could be conducted to see if a differenceA study could be conducted to see if a differenceexists in student achievement among elementaryexists in student achievement among elementarybilingual students in small rural schools.bilingual students in small rural schools.

A study could be conducted to see if a differenceA study could be conducted to see if a differenceexists in student achievement among elementaryexists in student achievement among elementarybilingual students from different regions in thebilingual students from different regions in theUnited States.United States.

*



A Comparison of Alternatively andA Comparison of Alternatively and

Traditionally Certified BilingualTraditionally Certified Bilingual

Elementary Teachers’Elementary Teachers’

Student Achievement Scores inStudent Achievement Scores in

Selected Major Urban Texas SchoolsSelected Major Urban Texas Schools

Dissertation DefenseDissertation Defense

Candidate: Roselia Alaniz SalinasCandidate: Roselia Alaniz Salinas

Documents

Dr. Roselia Alaniz Salinas, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis