Educator Preparation Program Minimum Standards Model for Public Administrators
Abstract
Purpose: The purpose of this study is to explore the efficacy of the current Texas Educator Preparation Program (EPP) standards. Methodology: The essential components of Texas EPPs were examined through the review of scholarly literature. A questionnaire based on those components was developed to solicit the opinions of the experts about the value of each standard. The survey was distributed to 153 administrators, representing all 168 EPPs in Texas. Results: Overall, the results show that the literature and EPP experts support the major components of minimum standards mandated by Texas. The area of governance received the least amount of support; the areas of admission criteria and program delivery and on-going support received support for more stringent requirements. Conclusion: States should mandate that Educator Preparation Programs prepare prospective teachers by consistent minimum standards that are proven to positively affect teacher quality. Mandated minimum standards for preparing prospective teachers can be a vital component in a comprehensive system of increasing the quality of education in America.
