criteria administrators considered when hiring first year agricultural education teachers
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Criteria Administrators Considered When Hiring First Year Agricultural Education Teachers. Jeremy Cantrell Union City High School Union City Oklahoma. Literature. The quality of teachers has a direct impact on students’ achievements (Holmes, 2001) - PowerPoint PPT PresentationTRANSCRIPT
Criteria Administrators
Considered When Hiring First Year
Agricultural Education Teachers
Criteria Administrators
Considered When Hiring First Year
Agricultural Education Teachers
Jeremy Cantrell Union City High SchoolUnion City Oklahoma
LiteratureLiterature
• The quality of teachers has a direct impact on students’ achievements (Holmes, 2001)
• By better understanding hiring practices and alternative certification, this should allow finding the best route to teacher certification.
LiteratureLiterature
• Boulton (1979) found selected interviewees for teaching positions were chosen by:• Cooperating teacher recommendations• College supervisor recommendations• Subject area expertise
• Seiferth (1979) found the personal impression job candidates leave on potential employers seemed to be the most influential.
LiteratureLiterature
• Mortaloni (1984) found that administrators liked letters of recommendation from: • Cooperating teacher• College supervisor• Building principal at cooperating centerand• Candidate’s grade in student teaching
LiteratureLiterature
• Vornberg & Liles (1983) • often the administrator hires the
applicant who seems to reflect his or her own attitudes
LiteratureLiterature
• Coady (1990) • the problem is not the candidate’s
value system, but the value system of the interviewer
• we infer the characteristics of a candidate on the basis of incomplete information based on similar candidates from previous situations
LiteratureLiterature
• Braun (1990) found that teacher candidates were often selected based upon:• Inexperienced & unskilled interviewers• The basis of one interview• Interviewers with administrators who may
not be familiar with classroom realities• Personal judgment rather than objective
criteria
LiteratureLiterature
• Stronge (2002) • alternative certification will attract
talented individuals with subject matter competency that can improve quality of education because of their knowledge and the depth of the material being taught.
LiteratureLiterature
• . . . to improve quality of education, (we must) ensure that professional knowledge and subject matter competency are grounded in solid pedagogy.
Darling-Hammond (1990)
Purpose of the StudyPurpose of the Study
• Describe factors that public school administrators in Oklahoma consider when hiring first year Agricultural Education Teachers.
ObjectivesObjectives
• Describe the importance administrators place on the teaching candidate’s:• Academic Achievement• Agricultural Experience• Teaching Practice• Interview Skill• References• Certification
ProceduresProcedures
• Population – All Oklahoma school administrators who hired a first-year agricultural education instructors for the 2002-03 academic year
• Of the 24 ag ed teachers, five were alternatively certified
• Ag Ed regional program specialist was contacted to identify the school administrator responsible for hiring
Research DesignResearch Design
• Data was collected by telephone interviews to increase response rate
• Descriptive statistics were used for the Likert-type questions (mean, STD)
• Open-ended questions were coded and frequencies were analyzed
• Questionnaire was pilot tested and was reviewed by a panel of experts
ScaleScale
Level of Importance Score
Not Important 1.00 – 1.50
Not very Important 1.51 – 2.50
Somewhat Important 2.51 – 3.50
Important 3.51 – 4.50
Very Important 4.51 – 5.00
Academic AchievementAcademic Achievement
Assessment Score Level
Ag Knowledge (OSAT) 3.96 Imp
Teaching Knowledge (OPTE) 3.63 Imp
College GPA 3.58 Imp
Other Standardized tests 3.00 S. Imp
General Education Knowledge (OGET)
2.92 S. Imp
Experience In AgricultureExperience In Agriculture
• Most importance on:• Well-rounded in agriculture content• Supervision of student projects• FFA activities and programs
• Less importance on:• Experience in production agriculture
Ag Ed AreasAg Ed Areas
Assessment Score Level
Supervision of SAEs 4.67 V. Imp
FFA Activities 4.50 Imp
Personal Experience Showing Livestock
3.87 Imp
Personal Experience in Production Agriculture
3.46 S. Imp
General Teaching PracticeGeneral Teaching Practice
Assessment Score Level
Classroom Mgmt Skills 4.96 V. Imp
Community Relations 4.92 V. Imp
Educate a diverse group 4.63 V. Imp
Work with other faculty 4.58 V. Imp
Work w/ special needs students 4.38 Imp
Integrate technology 4.25 Imp
Integrate other subjects 4.13 Imp
InterviewsInterviews
Interview Item Mean Response
Oral Communications Skills 5.00
Enthusiasm 4.58
Personal Appearance 4.21
Distance between hometown/job 1.50
Marital Status 1.02
Ranked ReferencesRanked References
Reference Mean Rank
#1 Cooperating Teacher 1.83
#2 Regional Ag Ed Program Specialist 2.25
#3 Reference from Administrator 3.29
#4 Teacher Education Faculty 3.33
#5 Reference Supplied by Candidate 4.29
Alternatively Certified Teachers Alternatively Certified Teachers
• 20 said they would not hire alternatively certified teachers
• 4 said they would, and did • Secondary responses
• 15 wanted teachers who have been trained to teach
• 13 wanted candidates with classroom experience
Alternatively Certified TeachersAlternatively Certified Teachers
• 14 believe it may be ok in academic areas such as math or science
• 4 were completely opposed• 14 believed it was not for first-year
Agricultural Education Teachers• 3 believed it was acceptable
ConclusionsConclusions
• Administrators were most interested in the candidates’:• Knowledge of agriculture• Ability to run a well-rounded program in
terms of agricultural content• Ability to manage the classroom, and
develop rapport with community and other teachers.
Conclusions Cont..Conclusions Cont..
• Administrators sought candidate’s:• Who can present their knowledge of
agriculture in an enthusiastic manner.• Who were highly recommended by his or
her cooperating teacher.• Who were fully certified, having previous
classroom instruction and classes in pedagogy.
The EndThe End
•Go Pokes!
Jim Leising watching the game