The Preservice Admissions Process: What Qualities Do Future Teachers Need and How Can They Be Identified in Applicants?

Abstract

Using qualitative and quantitative methods, we studied a large sample of our 2002–2003 preservice students to see how they were selected and how they fared in the program. Our research suggested that a key component of a preservice admissions process is to look for evidence that applicants possess qualities important for strong teaching; in our sample, this approach tended to reduce the proportion of student teachers who struggled or failed in the program. However, we discovered that a considerable number of candidates apparently not suited to teaching were still being admitted. We believe admissions could be enhanced by more explicit reference to teacher qualities in assessor training sessions and during the admissions process itself. Further, we believe such qualities should be referred to more systematically throughout the program.

Notes

ⁱAdmissions priority ranking

• This rating is achieved through a formula that weights prior academic average—PAA (based on the best 15 full-course equivalents of their undergraduate degree study)—admissions profile grade, and length of degree (see example below).

  Table

ⁱⁱWhen this study was done (2002–2003), the admissions profile each applicant had to submit consisted of 5 parts (it has since been modified somewhat)

• Part A—Describe three significant teaching/and or teaching-related experiences which correspond to your program selection (primary/junior, junior/intermediate, or intermediate/senior)

• Part B—For each of the three experiences described in Part A, identify insights which you have gained about teaching and learning.

• Part C—Explain how you will contribute to the education of children in Ontario schools when you become a certified teacher.

• Part D—What additional experiences, qualifications, or other information relevant to your potential as a teacher do you wish the Admissions Committee to consider?

• Part E—Please identify yourself, if appropriate, as belonging to one of more of the groups listed below. Explain why this would be a relevant consideration for you as a teacher.

• __ Member of Visible Minority Group

  __ Native speaker of French

  • __ Person with a Disability

  • __ Aboriginal person

  • __ Male interested in Primary School Teaching (P/J applicants only)

  • __ Woman in Non-Traditional Subject Area (e.g., I/S Physics)