INFORMATION FOR EACH QUESTION 1-8 SHOULD BE …



Daniel D. Foster, Assistant Professor

Department of Agricultural Economics, Sociology, and Education

The College of Agricultural Sciences

Mark D. Threeton, Assistant Professor

Department of Learning and Performance Systems

The College of Education

John C. Ewing, Associate Professor

Department of Agricultural Economics, Sociology, and Education

The College of Agricultural Sciences

Title

Beginning Teacher Preparedness in Career and Technical Education Programs

Programs to be Evaluated

Agricultural and Extension Education

Workforce Education

Date of Submission

October 15, 2014

Amount Requested

$4,350

When Funds are Needed

Spring semester/Summer semester 2015

Abstract

This study will be conducted using an electronic survey instrument, and mailed survey to control for non-response, to all new and beginning teachers of agricultural education and workforce education. The definition of new and beginning teachers for the purposes of this survey will be those teachers that are in their first through fifth year teachers. An existing instrument will be modified to fit the needs of the current study. A team of researchers will complete the study. This team will consist of two undergraduate program coordinators (one from Agricultural and Extension Education and one form Workforce Education), another faculty member from Agricultural and Extension Education, a graduate student from Workforce Education, and an undergraduate student.

The purpose of this study is to guide teacher educators in improving the initial preparation of candidates. The data collected will serve as evidence for program improvement. The objectives of the study were developed to specifically answer the level to which new and beginning teachers feel they are prepared to teach in three specific areas of Career and Technical Education (classroom/laboratory instruction, advise a student organization, and supervise student work experience programs).

Narrative

Purpose:

The purpose of this study is to guide teacher educators in preparing current students to be the best prepared candidates as beginning teachers. The data collected will serve as evidence for both program areas to focus improvement in coursework, and experiences for our students. Additionally, by working together on this study, the two units (which currently work together through the Center for Professional Personnel Development) can identify opportunities for even more collaboration in our teacher preparation. Specifically, the objectives of this study are to:

1. Determine the level of beginning teachers’ preparedness in classroom/laboratory instruction.

2. Determine the level of beginning teachers’ preparedness in facilitating Career and Technical Student Organizations.

3. Determine the level of beginning teachers’ preparedness in supervising student work experience programs.

Rationale:

Teacher education units must strive to prepare teachers who are capable and excited about implementing a full career and technical education program. To do so, teacher educators need to assess the status of their recent graduates to determine how best to suit the needs of future cohorts of candidates in the program. Teachers must continually reflect on the components of good teaching, including their preparedness in various aspects of the Career and Technical Education program, to benefit student learning.

Teachers must be prepared to use their content knowledge to design meaningful instruction, whether that is in the classroom, laboratory, or other educational setting. Unless we survey those that have gone beyond the student teaching experience, we miss valuable information from our graduates. By asking those that have come through our program to share what they are good at, and where they struggle, we as teacher educators can find ways to improve our own programming. The improvements could be reflected in complete course changes/additions, or it could be as minor as “tweaking” an assignment for better application in the future.

This project will enable teacher educators in agricultural education and workforce education to better prepare candidates. By knowing the needs of beginning teachers it will allow teacher educators to make wise decisions on preparation practices of their students. Again, these changes could be in the form of curriculum unit changes within existing courses, or simply through advising of students into more appropriate content classes.

Description of Activities:

This study will be conducted using an electronic survey instrument to all new and beginning teachers of agricultural education and workforce education. The definition of new and beginning teachers for the purposes of this survey will be those teachers that are in their first through fifth year teachers. The instrument (see attached survey) will modified by the researchers to address the specific objectives of the study.

A pre-mailing postcard will be sent to the teachers informing them that they are being asked to participate in the study to help improve preparation of candidates. A few days later a small incentive will be mailed to each person in the frame of the study. One week later a survey link will be emailed to each participant. Included in this email will be a cover letter explaining the purpose of the study, directions on what to do if they have any questions, and the link to the survey instrument. One week after the initial invitation to participate, an e-mail reminder will be sent to each participant asking them to complete the survey instrument. Five days after the reminder e-mail, another invitation will be sent to the non-respondents. One week after this email, a sub-sample of non-respondents will be secured, and these teachers will be asked to complete a mailed survey. Thus, a hard copy survey will be sent to control for non-response error of the teachers.

Implementation and Dissemination:

Data will be entered and analyzed using Qualtrics. Appropriate descriptive statistics will be examined for each of the study objectives. Following the analysis, conclusions and recommendations for best practices in preparing teachers for initial teaching opportunities, changes can be made to the current programming. There are multiple routes for dissemination of information. Some potential presentation avenues are described at the end of the timeline section of this proposal, such as advisory council presentations, Bureau of Career and Technical Education presentations, and poster presentations by our students/committee to stakeholders. However, I believe the most impact will be seen through the collaboration of the two program areas in strengthening/supporting one another.

Both programs are uniquely positioned to provide professional development to our CTE teachers in the state; thus, dissemination of information will also flow over into workshops and seminars for the current teacher. This means that the information that current teachers provide in this study will also benefit their own professional development through the Center for Professional Personnel Development at Penn State. All too often survey respondents or even student providing SRTEs for instructors/courses won’t see the direct benefit of their comments. However, this proposal will allow for continued professional development of those that do respond, as well as help those cohorts that follow.

Timeline:

The committee of 3 faculty members, 1 graduate student, and 1 undergraduate student will hold an initial meeting in January to complete an overview of what needs to be accomplished with this study. Additional planning will begin in January of 2015, and survey instrument updates will be made by the end of mid-February. The graduate student and undergraduate student will work closely together to make draft revisions for the entire team’s review. The frame will of participants will also be completed by mid-February. Both programs have fairly accurate frames for teachers that are employed in-state, as well as out-of-state for the past five years.

All email correspondence will be drafted by the graduate student, and will be provided to the undergraduate program coordinators in Agricultural and Extension Education and Workforce Education. The undergraduate program coordinators have been select to send the survey information, so that recent graduates of both programs will be familiar with the individual with whom they are interacting.

Data collection will be completed by the end of April. Data analysis will be completed by mid-May and reports will be ready to share for the end of year reports (typically due in early June). Additionally, the information can be used in the annual summer planning meetings for Agricultural and Extension Education. This timing will also allow for immediate changes in the program, as well as for longer term impact for both programs. Presentations will also be planned for the fall of 2015 advisory council meetings for the undergraduate programs. These committees can also provide feedback on the findings, which will aid in improving the programming. Another avenue to share this collaboration will be through the Bureau of Career and Technical Education at the Pennsylvania Department of Education. This stakeholder group is interested in the pre-service, and in-service, collaborations of AEE and WF ED, and this would be a great opportunity to share more insight into how we collaborate in developing our current and future teachers.

Budget

Graduate Student Wages (spring/summer) $2,000 ($20/hour)

Undergraduate Student Wages (spring/summer) $1,000 ($10/hour)

Mailing supplies and postage $520

Copy and printing $180

Poster printing for presentations (3 total) $175

Incentive for participants (PSU Bookmark) $250

Total $4,125

*Note – The main expenses for the Graduate student and undergraduate student are for:

1. Instrument development/research

2. Initial set-up of electronic survey

3. Development of frame

4. Initial drafts of email correspondence

5. Data analysis

6. Report write-up

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