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|\n\nMaureen Kincaid & Nancy Keiser, North Central College  \nAbstract  \nA critical issue in teacher preparation today is that some candidates meet the criteria for admission to teacher education programs yet they struggle or fail to develop the levels of knowledge, skills, and/or dispositions required to complete the program. This article offers three different case studies to examine the monitoring process developed by one teacher preparation program to identify such students and provide effective interventions.  \nKeywords: teacher candidates, dispositions, monitoring, assessment, remediation, teacher education  \nIntroduction  \nThose of us who have been involved for any length of time in preparing teachers are likely to have experienced the feeling that something is not going well with one or more candidates. There are candidates who struggle while moving through the program, often grappling with the same issue(s) in multiple classes and field experiences until the problem(s) becomes glaringly apparent and failure becomes imminent.  \nNearly every seasoned professor in teacher education programs would admit to a time when he or she breathed a sigh of relief that a certain candidate actually made it through student teaching. And most professors would also admit to not being surprised that a certain candidate was not successful in student teaching or that the candidate who made it through on a wing and a prayer was unable to find employment in the teaching field after graduation.  \nWe all intuitively knew that it was not appropriate to get such candidates through student teaching nor was it right to allow those candidates lacking knowledge and/or skills to move along in the program. Unfortunately, our policies, like those of many teacher education programs, did little to help us as our admission and retention policies relied for the most part on grade point average (GPA) and successful completion of state exams (Desjean-Perotta, 2006) . In response to this problem, the Department of Education at North Central College (NCC), like other teacher education programs, examined its policies and increased the rigor of its admission standards and competencies required in order to increase the likelihood of having candidates who could successfully complete the program. Increased rigor (admission tests, GPA, evaluations of dispositions, etc.) are necessary measures, although they alone will not eliminate the fact that  \nsome candidates will meet the admission criteria but still struggle to complete program requirements.  \nIt has been a popular trend to blame teacher preparation programs for the problems associated with public schools and American education in general. In the past ten years or so, publications such as the National Council on Teacher Quality reports have caught the attention of the public and fueled the argument that someone (i.e., teacher preparation programs) must be held accountable for the poor student performance in public schools. Using research methodology that would never receive approval from any higher education research committee, and appearing to cherry-pick information from websites as their main mode of data collection, these reports have nonetheless created significant public attention. Even teacher preparation programs long known for their rigorous standards and high expectations have found themselves in a defensive mode. And life under the microscope has made teacher preparation programs reluctant to take chanceson candidates who might not be successful.  \nTeacher preparation programs have long recognized that candidates who lack content knowledge need to acquire it before they progress in the program. The problem of candidates possessing a lack of content can most easily be remedied by having them take additional coursework in the particular subject area. Teacher preparation programs have also ","cbCaiol5CeObm993","https://ap.wps.com/l/cbCaiol5CeObm993","pdf",418946,"English","# Abstract\n# Introduction\n# Monitoring Processes and Candidate Support\n## Identifying Candidates with Deficits\n## Using Assessment Data for Remediation","[{\"question\":\"What problem does the article address in teacher preparation programs?\",\"answer\":\"Some candidates who meet admission criteria still struggle to develop required knowledge, skills, and/or dispositions to complete the program.\"},{\"question\":\"How does the article propose to handle candidates who struggle?\",\"answer\":\"It describes a monitoring process and provides case studies showing how assessment data can be used to deliver effective interventions and remediation.\"},{\"question\":\"Why are admission standards and initial assessments not sufficient on their own?\",\"answer\":\"Even with higher rigor, some candidates continue to struggle because deficits may not be fully revealed by GPA, exams, or one-time dispositions screening.\"}]","Using a Monitoring Process to Effectively Assist Struggling Pre-Service Teacher Candidates | PDF",1792089144,48]