The Bridge from Student to Teacher: What Principals, Teacher Education Faculty, and Students Value in a Teaching Applicant.

Abstract

Growing student populations and an aging teacher population suggest that securing a teaching position should be assured. Yet, applicants for those positions who are completing teacher preparation programs may find themselves unaware of what school districts actually desire in a teaching applicant. National, state, and university accreditation standards directly influenc ing teacher education programs may not impact on Tammy V. Abernathy is a local school districts. Specifically, the goals and professor in the expectations of teacher education programs may not Department of necessarily be congruent with those of local schools Curriculum and (Forsyth & Abernathy, 1998; Monson, Lignugaris/ Instruction at the Kraft, Byrnes, & Johnson, 1995). As a result of their University of Nevada, focus on accreditation standards, teacher educators Reno, and AI Forsyth may notice discrepancies between the expectations and Judith Mitchell are of those who hire new teachers and the skills and