Validation of an Instrument to Measure Teacher Candidates’ Perceptions of Preparedness to Meet InTASC Standards

Michael Floren, Nancy M. Sileo, Valerie J. H. Sherman, & Kiley Floren   |    Volume 19 Issue 1  |   

Educator preparation programs (EPPs) provide a foundation for preservice teachers to gain the knowledge, skills, and dispositions needed by classroom teachers. Moreover, EPPs also provide educational foundations and professional development for inservice teachers, school counsellors, school psychologists, educational administrators such as principals and district superintendents, as well as other direct service providers such as physical therapists, occupational therapists, and speech language therapists. The Council for the Accreditation of Educator Preparation (CAEP), the Association for Advancing Quality in Educator Preparation (AAQEP), and state-level agencies have identified standards and structures to ensure EPPs address the needs of individuals in educator preparation programs to ensure these individuals have the skills needed to maximize student learning outcomes in P-12 systems. The Interstate Teacher Assessment and Support Consortium (InTASC) Model Standards (CCSSO, 2013) are often used to define candidates’ skills. This study focused on the structural validation of the InTASC Candidate Self-Perception Instrument (ICSPI; Floren et al., 2020), designed to obtain feedback of teacher candidates’ perceptions of how well their EPP prepared them. A confirmatory factor analysis (CFA) was conducted using item placement within a structure based on the InTASC Standards. The CFA demonstrated the ICSPI’s adherence to InTASC Standards, providing structural evidence for the content and construct validity and reliability of instrument data in reflecting candidate self-perceptions on their preparedness.

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