CAEP Interview with Undergraduate Completers (N = 4)
Completer #1 Elementary 1-5 teacher in Charter School (female, African-American)
Completer #2 Elementary 1-5 teacher in Public School (male, African-American)
Completer #3 Secondary Science 6-12 teacher in Public School (female, African-American)
Completer #4 All levels Music teacher in a Public High School (male, African-American) All are teaching in their fields of certification
Question 1. How well did we prepare you to teach your subject areas?
THEME: FELT WELL PREPARED TO LEAD FROM THE BEGINNING
Completer 1: I think I was well prepared, especially having student teaching in Math and Science. I know about different ways to teach it and about the various manipulatives being used.” Sometimes she was the “Go To” Teacher.
Completer 2: As far as lesson plans and teaching the subject, I was prepared. He added, “You do go into your field knowing more than some experienced teachers. Had knowledge of RTI, IEPs and 504, but for implementing those, needed more experience before getting into the field.
Completer 3: Although not teaching in her subject area at the high school level, but in her subject area she felt “definitely prepared and I knew the subject matter already.”
Completer 4: I am more comfortable than I expected [in my area of music] with all grade levels. I’ ve been using the knowledge you all gave me about cognitive development. I’ m pretty wellrounded. You all broke down the different layers and forms of learning.
For professional development, I am slacking at the local level but have permission to look at higher level. I am researching different state and regional conferences.
Consensus Explanation: Currently, in addition to uncertified teachers and veteran teachers who are not changing, there are some teachers who have not been through our program and did not have the content we received.
Question 2. Have you had a chance to teach with colleagues who went through other programs?
THEME: COMPARED WITH COLLEAGUES, I AM CONFIDENT IN MY TEACHING PREPARATION
Completer 1: They don’t appear to prepare and they seem relaxed about it. I prepare my lesson plans and print them out.
Completer 2: At Grambling, we did participate in doing lesson plans, so when hired to teach, I was already doing them. When lesson plans were required by the school where I started teaching, it was a “walk in the park.”
Completer 3: At the high school level, colleagues have been there more than 10 years. When I first started teaching, I was put in charge of lesson plans for the [more experienced] “the group” because I made the best lesson plans.
For the past two years, I have been on Lesson Plan Duty.
Question 3. Do you think you were prepared to teach diverse students (economically, ethnically, language, etc.)?
THEME: PREPARED FOR DIVERSITY BUT NEEDED MORE PRACTICE
Completer 1: We definitely had the strategies (like a guidebook) on how to teach them but nothing compares to personal experience.
Completer 2: We were given the information but actually doing it requires “ a little more handson experience” before going into the field.
The schools are very diverse. I have classes of about 33 students with 20 needing accommodations. It takes a lot but I feel like I was prepared with the strategies to make sure they are getting the best education.
Most of my students are at-risk, including those who missed so much because of Covid.
With diverse, 504, ELL, struggling students, some are bright but have “read aloud” accommodations.
Completer 3. In my school, we are not able to rearrange our students. The school has specific requirements.
Completer 4. In music, some students have “put me through the ringer” but I learned to sit down and make a plan for how to instruct the students. It was a matter of taking the time to evaluate each one. I use a combination of technology, hands-on of me performing with the students and peer study. With peer study, everybody’ s mind works differently so they sometimes learn better from each other.
Question 4. How do you think the University prepared you to create a safe learning environment in your classroom?
THEME: PREPARATION AND DESIRE TO PROVIDE SAFE LEARNING ENVIRONMENT BASED ON TRAINING AND MODELING OF PROFESSORS
The professors modeled it with us by creating relationships with us. We are replicating that in our classrooms.
I imitate the relationship I had with professors whom I was comfortable with. With high school students you can ’t be too personal but try to open up by letting them know that if they need anything, I’ m here for you.
I did not initially learn enough about my students regarding arranging them [according to their needs] in the classroom, but this year I was “ on it” . I knew exactly where students should be placed and what their individual plans were.
First week, I let them sit where they wanted and I observed. Then I changed it for their best learning.
Making students feel safe came from “Y’all being sincere human beings. When we were in y ’all’ s presence at Grambling, you were always bright and welcoming and calm…That in my mind was the way a teacher was supposed to be.” Also, many students come from a singleparent household with no male figure. I had to take on that role and they developed a certain amount of trust. That effort “tore down barriers to learning” the music when I tried to teach them.
Question 5. In terms of aligning your teaching with state and national standards, how do you think we did in preparing you?
THEME: WE ARE WELL ACQUAINTED WITH THE CONTENT AND IMPORTANCE OF STANDARDS
In every class, we had to do lessons plans based on standards. The training was beneficial. For example, we are very familiar with the Louisiana Believes website.
Yes, I am aware of the standards. We are pushing toward the standard. I make them aware of where we are supposed to be and where we are. And the goal is to “do what we need to do in order to get better every day.” I keep the websites for Louisiana and national standards pulled up every week, especially when I do my lesson planning.
Question 6. How well do you feel you are able to work with families and community and colleagues?
THEME: FEEL PREPARED AND HAVE EXPERIENCED SUCCESS WITH PARENTS, COMMUNITY AND COLLEAGUES
First year, the parents were amazing. Not able to talk with parents as much now because of Covid.
Even with current complacency (post Covid), Grambling taught me to be respectful, so I handle it the best way I can.
Initially had some issues with parents, but this year, I set and communicated my expectations so that parents are clear.
Some of the lack of preparedness for the beginning of school also has to do with the mentors at the schools. Also helpful was attending Professional Development activities during my residency.
Not all parents have a positive impression or experience with teachers. When I am nice, it gives off an energy which is reciprocated. So I have had great success with parents and community and I am encouraged by school staff to keep that up.
Question 7. How do you think we did in helping you utilize technology?
THEME: WE WERE EXTREMELY WELL PREPARED TO WORK WITH TECHNOLOGY
I love my technology class! I learned so many ways to use Google. That was a 10-out-of-10.
At my school, I am the “Go-To” Person for technology. Everybody asks me, “How do you use those activities, etc.?”
I love it! I have done virtual labs, pods, puzzles, Google slot. I’ ve used it all.
At first, I was hard headed, thinking I will never have to integrate technology into my [music] lessons, but it was another thing you all pushed for and it was a big help.
First instance at the school site came from professional development then monthly sessions. However, all of it was something we had already done in our Grambling program. “They gave me the stink face because I would say I already know how to do this.”
Question 8. How well were you prepared to assess students?
THEME: TAUGHT TO ASSESS BUT THE MORE EXPERIENCE THE BETTER THE ASSESSING
I felt well prepared to assess after teaching took place but less prepared to assess student status before teaching them.
We were taught how to assess but there is nothing like having real experiences with your own students.
I assess students in the area of music, with knowledge, theory and performance and I have gotten better with multiple assessments. But for IEPs and 504 assessments, I leave that up to the staff in that division until they want me to do more of it musically.
Question 9. Although you all have been at the schools for fewer than three years, have you been able to take the lead on some things?
THEME: DEMONSTRATED LEADERSHIP EARLY IN TEACHING CAREER
I was selected to lead and model in the area of preparing lesson plans during my first year of teaching.
I sponsor extracurricular activities, serve as assistant coach and have an assistant principal role.
After being partnered with experienced teachers, I was “pushed” to take on the leadership role and was sent to the state Teacher Summit as a teacher leader.
I’ m beginning to integrate some of the music. The local elementary schools are beginning to reach out about rebuilding music programs or starting music programs.
In technology, I help some teachers with getting their technology, and I have taken an associate “under my wing” to assist in getting his bachelor’ s degree and understanding teaching better.
Question 10. How can we improve our teacher preparation program?
THEME: EVEN A GOOD PROGRAM CAN BE IMPROVED
1. Encourage graduates to take the course or program (mentor training) that qualifies them to supervise Residents in locations closer to the University.
2. Provide more practice with I. E. P.s For example, there can be more experience with how to collect data to understand your students before you teach them. (One suggestion is to hold some class sessions at the school sites.)
3. Encourage students to start preparing for PRAXIS early, instead of waiting the way they usually do.
4. Recommend more attention to setting up expectations for DAY 1 or First Week. This can prevent some of the second guess yourself at the beginning of the school year.
5. Provide more opportunities for students to teach their classmates within the courses.
6. Continue the emphasis on technology because of Covid’ s increase in online learning.
7. Despite student complaints about Grambling’ s heavy workload, continue the workload in courses because it prepares them for the workload in schools.