Abstract:

The purpose of this research was to identify specific characteristics of a successful teacher preparation program which produces successful teachers for the birth-12 American educational system. Today’s birth-12 educational systems have evolved faster than most teacher preparation programs. The researcher utilized four mixed methods surveys to ascertain the viewpoints of administrators, teachers, and recent teacher candidate graduates from the past two years, as well as teacher preparation program faculty perceptions of the recent graduates’ self-reported opinions. In addition, two small focus groups discussed survey topics into further depth. One vital aspect of the research exposed classroom management as the quintessential skill new teachers must possess to be successful, yet most new teachers, administrators, and seasoned teachers reported ill-preparedness. Vast amounts of clinical experiences were exposed as the crucial element of a teacher preparation program. The measurements credited an extensive and intentional clinical experience program as the most influential piece of a teacher preparation program.

Keywords:

Clinical experience, field experience, teacher preparation, classroom management, pedagogy, content, attrition, reality shock, self-efficacy.