Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 64

62 EDUCATOR PREPARATION PROGRAM EFFECTIVENESS: ADMINISTRATORS’ PERCEPTIONS OF TRADITIONAL AND NONTRADITIONAL PROGRAMS Joey Grizzle, Ed.D. Journal of K-12 Educational Research 2018, VOL. 2, ISSUE 1 www.dbu.edu/doctoral/edd Introduction There is a present need for well-prepared teachers equipped with the knowledge and ability to instruct the 21st century student population. School leaders are consistently seeking instructors with the ability to set up and manage a well-designed learning environment, construct and deliver quality lessons, connect with students, and meet students’ diverse needs. Additionally, school administrators are searching for teachers who are prepared and trained to work in and remain in the 21st century field of edu - cation. Every year administrators lose new teachers to attrition often due to lack of teacher preparation. The current qualitative study was designed to explore new teacher preparation and Educator Preparation Program (EPP) effectiveness according to administrator perception. Review of Literature Teacher recruitment, development, support, and preparation have a significant impact on the success and learning of America’s student population (Brenchley, 2014). Better prepared teachers and greatly improved teacher preparation programs are essential ingredients for stronger academic outcomes for this nation’s K-12 students (Crowe, Allen, & Coble, 2013). With this in mind, public school educators express a need for teacher preparation programs to adequately prepare new teachers to enter the field of education (Smeaton and Waters, 2013). During the development and revision of teacher preparation programs, choices are made regarding the framework for the program, the selection and organization of content and processes of a program, and the make-up of different components of the curriculum (Morey, Bezuk, & Chiero, 1997). Historically, EPPs have consisted of four main components: pedagogy/methodology preparation, subject knowledge preparation, experiential learning, and professionalism and dispositions (Borman, Cotner, Frederick, & Mueninghoff, 2009; Creasy, 2015; Danielson, 2007; Wilson, Floden, & Ferrini-Mundy, 2001). The quality of educator preparation programs plays a role in teacher attrition. Darling-Hammond (2011) shared the importance of teacher preparation regarding teacher retention, “many [teachers] want to stay in the profession, but feel their lack of strong preparation makes it difficult to do so” (p. 3). Accord - ing to Darling-Hammond (2003) teachers who did not receive adequate preparation are more likely to leave the profession of teaching compared to teachers with adequate preparation. Within the first five years, 30% of new teachers leave the profession because they lack appropriate preparation (Darling-Hammond, 2010; “Power of Preparation,” 2001). New teachers are faced with numerous 21st century chal - lenges. Beginning teachers struggle with challenges such as classroom management, behavior management, and parent communication (Gourneau, 2014). Additional challenges faced by 21st century educators are time management and planning for multiple subject areas (Haggar, Mutton, and Burn, 2011). Accord - ing to Darling-Hammond (2010), for 21st century teachers to be successful, they must acquire the appropriate skills, knowledge, and dispositions to manage pedagogy, various styles of learning, diverse learners, classroom management, and administrative tasks of a teacher. With this in mind, the role and quality of today’s ed - ucator preparation programs play an important part in the success of 21st century teachers and their students.