Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 70

68 million students. Over a 10-year period, total enrollment grew by 823,897 students. Figure 1 displays the ethnicity/race of Texas students in 2013-14. The aforementioned statistics depict the nature of Texas public schools, and they provide insights into the type of teacher needed to address the individual characteristics of each child. Traditional requirements for teaching include certification, ability to plan engaging lessons, and strong behavior management skills. In addition to these requisites, school administrators seek classroom teachers who are able to address diversity in its various forms— cultural, racial, linguistic, socioeconomic, academic, and others—to differentiate instruction for students as needed, to be an effective communicator, to build positive relationships, and to work collaboratively or independently as situations dictate (Stronge, 2007; Taylor, 2010). Thus, school communities and teacher preparation entities find themselves confronted by the critical need for a greater supply of teachers who are wholly prepared to meet the demands of a growing, diverse student pop- ulation in the midst of ever-increasing accountability standards (American Association of Colleges for Teacher Education, 2004). The current study examined the perceptions of beginning teacher preparation and effectiveness through the lens of educators who view the results most intimately—beginning teachers and campus leaders. For the purposes of the study, campus leaders included principals, assistant principals, and instructional coaches. The study addressed the following questions: 1. How do campus leaders perceive the preparedness of beginning teachers based on their pathway to certification? 2. How do perceptions about the preparedness of beginning teachers per certification route differ be - tween elementary and secondary campus leaders? 3. What are the differences in the perceptions of preparedness by beginning teachers from different certification paths? 4. What are the differences in the perceived area of greatest need of beginning teachers based on their route to certification? A review of relevant literature offered historical context for teacher certification since the 19th century and examined sig - nificant legislation pertaining to education (Angus, 2001; Boyd, Goldhaber, Lankford, & Wyckoff, 2007; Every Student Succeeds Act, 1965/2015; Feistritzer, 2005; Frazier, 1943; Higher Educa - tion Act of 1965, 1965; Labaree, 1997; Ludlow, 2013; Meadows & Theodore, 2012; New Jersey Department of Education, 2010; NCLB, 2002; Ramsay, 2014a; Ramsay, 2014b; TEA, 1991-1992; Tyack & Hansot, 1982; USDE, 2004; USDE, 2013; Walsh & Jacobs, 2007). Common components of teacher certification pro - grams as well as components specific to traditional or alternative certification programs were delineated (Birkeland & Peske, 2004; Boyd et al., 2007; Feistritzer, 2005; Ludlow, 2013; Meadows & Theodore, 2012; Sass, 2011; Shepherd, 1999; USDE 2004; USDE, 2013; Walsh & Jacobs, 2007). Table 1 depicts common components specific to traditional and alternative certification programs, respectively. Figure 1. Texas public school students by ethnicity/race. Pamela Kelly Linton, Ed.D.