An Analysis of Factors Affecting Educative Teacher Performance Assessment Pass Rates of African- American Elementary Education Teacher Candidates in the State of Georgia
Location
Session 1 Presentations - Recruiting & Retaining Diverse Teacher Candidates
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study examined the extent to which academic supports, curriculum alignment and course-based alignments have been adopted to support preparation for the Education Teacher Performance Assessment (EdTPA) at 33 higher education institutions in the state of Georgia. Overall, the findings indicate that these factors have had a substantial impact on the EdTPA pass rates of African-American teacher candidates in the state of Georgia. The study also revealed two emergent themes - the “barrier of cost” (related to the rising costs of certification assessments) and “teacher candidate workload” (related to the increasing workload for preservice teachers). The analysis uncovered disparities in the enrollment of African-American teacher candidates between Educator i Preparatory Programs housed at Predominantly White Institutions and Historically Black Colleges and Universities, which further supports the idea of the “narrowing” African- American teacher pipeline and the need to implement innovative recruitment strategies to diversify the teacher workforce.
Keywords
Performance Assessment, Teacher Pipeline, recruitment
Professional Bio
JaKayla Woolridge-Simuel currently serves as a teacher for the Atlanta Public School System. She earned a Bachelor of Arts in Early Childhood Education, a Master of Arts in Educational Leadership (Tier 1) and a Doctorate (Ed.D.) in Higher Education- Educational Leadership, from Clark Atlanta University. She has earned several teaching endorsements from the Metropolitan Regional Educational Service Agency, including both Gifted (P-12) and ESOL (P-12). She has been teaching with the Atlanta Public School System, since July 2017, the start of her career in education. Although she is “fairly new to the field”, JaKayla’s professionalism and dedication to teaching and learning, has allowed her to serve as a mentor teacher and resident advisor for the Relay Graduate School of Education; she has been recognized by her school and district cluster for her phenomenal teaching, leadership, and her overall dedication to students. JaKayla also serves as a Horizons Atlanta Clark Atlanta University Advisory Board Member. Aside from her professional endeavors, JaKayla is a devoted wife and mother. She is also a proud member of Alpha Kappa Alpha Sorority, Incorporated.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Woolridge-Simuel, JaKayla M., "An Analysis of Factors Affecting Educative Teacher Performance Assessment Pass Rates of African- American Elementary Education Teacher Candidates in the State of Georgia" (2021). Georgia Educational Research Association Conference. 7.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/7
PowerPoint presentation
An Analysis of Factors Affecting Educative Teacher Performance Assessment Pass Rates of African- American Elementary Education Teacher Candidates in the State of Georgia
Session 1 Presentations - Recruiting & Retaining Diverse Teacher Candidates
This study examined the extent to which academic supports, curriculum alignment and course-based alignments have been adopted to support preparation for the Education Teacher Performance Assessment (EdTPA) at 33 higher education institutions in the state of Georgia. Overall, the findings indicate that these factors have had a substantial impact on the EdTPA pass rates of African-American teacher candidates in the state of Georgia. The study also revealed two emergent themes - the “barrier of cost” (related to the rising costs of certification assessments) and “teacher candidate workload” (related to the increasing workload for preservice teachers). The analysis uncovered disparities in the enrollment of African-American teacher candidates between Educator i Preparatory Programs housed at Predominantly White Institutions and Historically Black Colleges and Universities, which further supports the idea of the “narrowing” African- American teacher pipeline and the need to implement innovative recruitment strategies to diversify the teacher workforce.
