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Educational Renaissance Vol. 9  (2020)

Teacher  Candidat es as t he Teacher  of  Record Assist s 
Par t ner  School Dist r ict s w it h t he Teacher  Shor t age
Greg Rich, EdD. Northwest Missouri State University

     email: grich@nwmissouri.edu

Linda Gray Sm it h, PhD. Northwest Missouri State University

     email: lsmith@nwmissouri.edu

Kr ist i Alexander , EdD. Northwest Missouri State University

     email: kalex@nwmissouri.edu

Feature Article

Int roduct ion

A recent and growing phenomenon at Northwest 
Missouri State University is requests from regional 
PK?12 school districts to hire a teacher candidate 
as a contracted employee and teacher of record 
while the teacher candidate completes the degree 
requirements for student teaching. Northwest 
Missouri State University is located in Maryville, 
MO, with a population of approximately 12,000 
people in a rural area of the state. Northwest 
Missouri State University has approximately 7,000 
students including undergraduate and graduate. 
Approximately 100 teacher candidates student 
teach each semester. During the 2015?2018 

terms, 30 teacher candidates (of approximately 
700 total placements) were employed as teachers 
of record during their student-teaching 
experiences.

Nationally, there has been a significant decline in 
the number of students enrolling in teacher 
education programs. Berry and Shields (2017) 
found enrollments in teacher preparation 
programs dropped 35% nationally between the 
years 2009 to 2016. In 2016, a report published by 
the Learning Policy Institute predicted that by 
2020 an estimated 300,000 new teachers would be 
needed each year. In addition, the report also 
predicted that by 2018, annual teacher shortages 

Abst ract  

This research essay examined a growing trend in a rural area of the Midwest where PK?12 school 
districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of 
Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, 
many school districts are hiring TCs as the TOR during the TC?s student-teaching experience. Due to 
the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was 
perceived as an effective practice. The researchers used three data sources to gauge the perceptions 
of the TC, the TC?s mentor, and the TC?s administrator. Specifically, the researchers started with TC 
interviews. Next surveys were sent to TCs, the TC?s mentor, and the TC?s administration. Finally, 
follow-up phone interviews were conducted with randomly selected TCs. Meeting the needs of 
partnering districts and providing quality placements for TCs engaged in the culminating field 
experience can be mutually beneficial for teacher candidates, the school district, and the university.

mailto:grich@nwmissouri.edu
mailto:lsmith@nwmissouri.edu
mailto:grich@nwmissouri.edu


RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

could exceed 112,000 positions left unfilled.

This national teacher shortage is also evident in 
the Northwest region of Missouri. Many regional 
school districts are experiencing teacher 
shortages. Some school districts, especially rural 
school districts, have significant turnover and are 
challenged to hire effective educators to serve in 
their classrooms. During the 2015?2018 school 
years, 88% of the total number of teacher 
candidates hired as teachers of record were placed 
in rural districts; the remaining 12% were placed in 
urban settings; none were placed in suburban 
areas. Some rural schools are challenged to hire 
highly qualified teachers and, thus, face 
teacher-recruiting obstacles (Aragon, 2016). These 
PK?12 school districts frequently consider hiring a 
teacher candidate to be the teacher of record 
while simultaneously completing degree 
requirements and pursuing initial state 
certification.

Northwest Missouri State University's department 
of education allows school districts to use teacher 
candidates as the teacher of record with two 
possible options. In using the first option, the state 
can issue the teacher candidate a substitute 
certification. The requirements for a substitute 
certificate are transcript documentation of a 
minimum of 60 credit hours and successful 
completion of a rigorous background check. The 
second option is a provisional certificate, which is 
good for two years. The teacher candidate must be 
employed in a public school or private school and 
be within 12 credit hours of completing an 
accredited degree program. The hiring school 
district has discretion about which option it prefers 
or meets their needs (Missouri Department of 
Elementary & Secondary Education, 2018).

Theoret ical Fram ework

Three theoretical constructs influenced this work: 
1) teacher development not as linear development 
through identified stages, but as processes arising 
from and developed as members of a professional 
community; 2) the belief systems the teacher 
candidates themselves bring to the experience 

matter, and 3) support provided to novice teachers 
makes a difference,

A theory of teacher development views teacher 
learning as linear, lockstop stages that teacher 
candidates proceed through in their growth from 
novice teachers to expert teachers.   Stage 
development espoused the notion that teacher 
development occurred in identifiable stages with 
the initial focus on the teacher themselves simply 
needing to first survive in the classroom, second 
learn and practice basic management skills and 
content delivery and then being able to focus on 
student learning (Fuller & Bown, 1975; Katz, n.d.) 
The construct that undergirds this work is one 
where learning communities in university 
classrooms, in field experiences, and in student 
teaching allows teacher candidates to construct a 
vision of good practice that is not stage dependent 
(Grossman, 1992; Hammerness et al., 2005; 
Conway & Clark, 2003). A framework of fluid 
learning exercising the teacher candidate?s 
understanding of content, pedagogy, the students 
whom they are teaching, as well as the contexts of 
the community where they teach, the ability to 
practice effective instructional practices  as well as 
tools of the trade. Dispositions or habits of 
thinking a teacher candidate brings to the learning 
also is a factor in teacher candidate learning.  
Teacher candidates learn, practice, and reflect on 
each of the components of the framework 
throughout their university experiences and 
during their experiences as student teachers and 
as teachers (Hammerness et. al., 2005).

A second theoretical underpinning of our work are 
belief systems the teacher candidates bring to the 
role of teacher of record.  Growth mindset, as 
defined by Dweck (2006), include thriving on 
stretching beyond the understood and the status 
quo for the individual , being comfortable with 
making mistakes and learning from them, and 
putting in the effort to create a reality.  Successful 
teacher candidates serving as teachers of record 
bring personal characteristics of goal commitment 
as defined need for achievement, and desire to 
control the outcome (Hollenbeck et al.,1989).  

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

Indeed successful teacher candidates as teachers 
of record bring grit to the position with an 
?approach that achievement is a marathon: his or 
her advantage is stamina? (Duckworth et al., 2007).

A third theoretical construction is the importance 
of support systems surrounding the teacher 
candidate.  Grossman (1992) argues new teachers 
have the potential to make great strides toward 
expertise even as they are novices with the right 
kind of support.  Mentors who connect with the 
novice teachers by building strong relationships 
with them support the learning of the teacher 
candidates helping them to reflect on practices 
they observe and they themselves implement. The 
support of peers providing teaching resources has 
been found to reduce the emotional exhaustion of 
the first year teacher (Voss & Kunter, 2020). The 
critical support can come from various sources 
?supervisors, teacher candidate education 
instructors, cooperating teachers, other veteran 
teachers, and even fellow candidates? 
(Darling-Hammond et al., 2005).

Purpose of  t he St udy

In reviewing the data for three school years, the 
number of regional PK?12 school districts that 
have hired a teacher candidate as a teacher of 
record to fill a classroom need continues to grow. 
The purpose of this study was to determine if the 
practice of having teacher candidates while 
student teaching is perceived as an effective 
practice based on the perceptions of both the 
teacher candidate and of the school personnel, to 
identify the characteristics of the teacher 
candidate that lead to their success as teacher of 
record, and is there a difference in the perceptions 
of the teacher candidate and of the administrator 
who work with them.

Research Questions

1. Is there a difference between the teacher 
candidates? and administrators? perception 
of the teacher candidate serving as teacher 
of record an effective practice?

2.  What characteristics of the candidate were 
perceived to support their success?

3. Is there a difference in the perceptions of 
success of the teacher candidate between 
the candidate and their administrator?

Decline in Number of Completers in Traditional 
Teacher Preparation Programs

Between 2009 and 2014, enrollments in 
teacher-preparation programs dropped 35% 
nationwide (Berry & Shields, 2017). A 2016 report 
published by the Learning Policy Institute 
predicted that by 2020 an estimated 300,000 new 
teachers would be needed each year. The report 
also predicted that by 2018, annual teacher 
shortages could exceed 112,000 positions left 
unfilled.

Lisette Partelow (2019) posted ?nationally, there 
were more than one-third fewer students enrolling 
in teacher preparation programs in 2018 than in 
2010" (p. 5).  In some instances, states have 
responded to the growing shortage of certificated 
teachers by ?letting any person with any college 
degree take charge of a classroom? (Green, 2019, 
p. 2). Garcia and Weiss (2019) write, ?teacher 
shortage is real, large, and growing, and worse 
than we thought? (p. 1).

Nearly every state in the nation has experienced 
declining enrollment in teacher preparation.  
According to Paul Katnik (2019) Assistant 
Commissioner in the Missouri Department of 
Education in a presentation to the State Board of 
Education regarding the number of teacher 
candidates, the total number of completers 
between 2015-2016 and 2017-2018 in Missouri has 
declined by 21.7% while total enrollment in 
educator preparation programs has declined by 
.6%.  

Alternative Education Programs

Nationally as of the 2015-16 school year, 8.8% of 
K-12 teachers in the country were not fully 
certified, 31.5% of teachers did not have an 
educational background in their subject of main 
assignment, and 17.1% did not graduate from 
Educator Preparation Programs (Garcia & Weiss, 
2019). The numbers of teachers in classrooms who 
were alternatively certified increased or stayed 

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

constant between the 2011-12 and 2015-16 school 
years according to the National Center for 
Education Statistics (Garcia & Weiss, 2019).

Alternative education programs have been seen as 
ways the numbers of classroom teachers in 
Missouri classrooms can be increased.  Alternative 
programs in Missouri require a candidate have 
first earned a bachelor?s degree in a related field 
and be hired by a school district while earning 
credit through a university.  Another avenue 
toward certification in the state for those holding a 
bachelor?s degree is the successful passage the 
state content assessment known as the Missouri 
Content Assessment or MOCA in the area of 
instruction.  Neither of these programs require 
student teaching prior to becoming the teacher of 
record. In the state, Katnik (2019) explained, 
alternative education of teachers in Institutions of 
Higher Education (IHE) has increased by 8.7% while 
alternative education of teachers in non-IHE has 
decreased by 5.7%.  

Darling-Hammond is critical of alternative 
education programs because the success rate of 
such teachers is less than teachers who graduated 
from teacher education programs and completed 
student teaching.  Darling-Hammond explained 
that ?graduates of teacher education programs felt 
significantly better prepared and more 
efficacious,? than did those entering through 
alternative routes or with no training? (2003, p. 11).  
Another concern cited by Garcia & Weiss (2019) is 
based on the report of NCES is new teachers 
without adequate preparation to become teachers 
leave the profession at higher rates than those 
who have student taught.

Partnerships between the School District and the 
University

Developing the partnership between the school 
district and university allows both institutions to 
meet their needs (Reischl et al., 2017). In this case, 
the school district needs a teacher of record in the 
classroom while the university needs authentic 
placements for their teacher candidates. 
Partnerships between school districts and 

educator-preparation programs provide 
opportunities for districts to recruit educators and 
for beginning teachers to learn to more about the 
district and acclimate to the culture of the district 
(Berman, 2004; Education First, 2016).

The guiding principles of American Association of 
Colleges of Teacher education (2018) emphasizes 
the importance of mutually beneficial partnerships 
with school districts where both the district and 
the university support each other in learning.  In 
fact, those partnerships are expected by school of 
education national accreditors (Association for 
Advancing Quality in Education Preparation, 2019; 
Council for the Accreditation of Education 
Preparation, 2019)

This is evidence of a true partnership between the 
university and the school districts. The desire to 
meet the needs of the partner districts has 
resulted in Northwest Missouri State University 
School of Education constructing mutually 
beneficial PK?12 experiences to help meet all 
stakeholders? needs (Council for the Accreditation 
of Education Preparation, 2019). Administrators 
who have hired a teacher candidate as the teacher 
of record in their school value Northwest Missouri 
State University's School of Education partnership. 
The Northwest Missouri State University School of 
Education works collaboratively with school 
districts to provide strong support for teacher 
candidates serving as teachers of record.

Northwest Missouri State University's School of 
Education partners with many rural PK?12 school 
districts in the Northwest portion of the state. 
Although Table 1 is not a comprehensive list of all 
of the school districts that have hired teacher 
candidates as the teacher of record, many of these 
PK-12 Partner School Districts have utilized the 
Teacher Candidate as the Teacher of Record 
practice and do represent a similar demographic in 
the Northwest Region of the State. 

Table 1 depicts the socioeconomic status of 
partner districts based on the percentage of 
students who were eligible for free or 
reduced-price lunch, the racial demographics of 

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

the districts, and the total district enrollment.

Table 1
Demographics of Northwest Missouri State University 
PK12 Partners 

*  Indicates the number/percent has been suppressed due to a 
potential small sample size.

Quality of the Preparation Program

The university education program provides a 
strong foundation in pedagogy and content 
knowledge, and has been recognized twice as a 
recipient of the Christa McAuliffe Excellence in 
Teacher Education Award bestowed by the 
American Association of State College and 
Universities (AASCU). Northwest Missouri State 
University earned the McAuliffe Award in 2006 and 
2018, making it just the third institution in the 
nation to receive the award two times since its 
inception in 2002 (Northwest Missouri State 
University). The Educator Preparation Program has 
been continuously nationally accredited since 

1954.

The state measure of the Missouri Education 
Effectiveness System (MEES) indicate the 
candidates meet the standards at a higher rate 
than students from other institutions in the state.  
The state survey data of the teacher candidates 
and of the reporting of principals during the first 
year of employment also document the strength of 
training in the department.  Support during the 
time when candidates serve as teacher of record is 
provided by the mentor teacher, the university 
supervisor, and many times by the building 
administrator of the superintendent of schools.

Met hodology

The researchers used three qualitative data 
sources to determine if the teacher candidate as 
the teacher of record was perceived as a mutually 
beneficial practice for partner school districts and 
university teacher candidates. The first qualitative 
data source was the initial interview questions for 
approximately 30 teacher candidates who had 
served or were serving as teacher of record (see 
Appendix A). Next, the researchers sent a 
SurveyMonkey link to approximately 30 teacher 
candidates, 30 mentors, and 30 administrators 
(see Appendix B). The researchers received 
approximately a 32% response rate to the survey. 
To triangulate the data, the researchers randomly 
selected six teacher candidates to participate in 
follow-up interviews.

Qualit at ive Findings

Northwest Missouri State University Supports the 
Practice

Due to a recent redesign of the School of 
Education, Northwest Missouri State University's 
teacher candidates are actively engaged in clinical 
field experiences early and often during their 
course work. Specifically, teacher candidates 
engage in authentic teaching and learning in a 
partner PK?12 school in the first 7 weeks they are 
on campus completing their coursework. As a 
result, many school administrators have the 
opportunity to work with teacher candidates early 
in their development as a teacher candidate.

45

District % F/R Race % 
White

% non-White Total

Maryville 33.2 91.9 * 1,401

Jefferson 32.2 * * 125

NE Nodaway 45.8 * * 205

W Nodaway 54.4 * * 232

Nodaway 
Holt

46.3 * * 199

S Nodaway 47.9 * * 175

N Nodaway 45.4 * * 205

Albany 59.3 * * 398

Savannah 32.2 94.1 * 2,306

N Andrew 39.5 * * 356



RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

Northwest Missouri State University partners with 
many local and regional rural PK?12 school 
districts to facilitate numerous teacher candidates? 
clinical field experiences. Northwest Missouri State 
University is grateful for the numerous PK?12 
school-district partnerships that allow teacher 
candidates to have these. As a result, Northwest 
Missouri State University focuses on a mutually 
beneficial partnership (CAEP, 2019) and wants to 
help meet a critical teacher shortage with local and 
regional PK?12 school districts.

Survey and interview data indicate local and 
regional PK?12 partner school districts are 
regularly vetting Northwest Missouri State 
University teacher candidates during a variety of 
opportunities, but specifically during clinical field 
experiences. In addition, partner school district 
and building administrators are frequently on the 
Northwest Missouri State University campus for a 
variety of activities like Career Day, Education 
Expo, and Mock Interview Day. Administrators 
indicated these are opportunities during which 
they can continue to vet teacher candidates for job 
opportunities that are open or may arise.

As a result of the evolving increase in hiring 
teacher candidates as teachers of record, 
Northwest Missouri State University established a 
process to determine if the teacher candidate was 
prepared to be the teacher of record during the 
student-teaching experience, documented in 
Northwest Missouri State University's Student 
Teaching Handbook (Student Teaching Handbook, 
p. 6). First, the teacher candidate should notify the 
Director of Field Experiences or Assistant 
Coordinator of Field Experiences that an offer has 
been made. Second, The Team (building principal, 
advisor, faculty member, certification officer, 
assistant coordinator of field experiences, and 
director of field experiences) meet to determine if 
the opportunity is a good fit for the teacher 
candidate, which may include grade level, content, 
certification areas, and other. The team makes the 
decision. The Director and the Assistant 
Coordinator of Field Experiences meet with the 
teacher candidate to share the team?s decision. 

Finally, should the team support the teacher 
candidate?s placement, they will sign and file an 
agreement (Student Teaching Employment 
Agreement Form). Should teacher candidates 
disagree with the team?s decision, they may appeal 
to the Teacher Education Guidance Committee. All 
decisions are made on a case-by-case basis 
focused on meeting the needs of both the teacher 
candidate and the school district.

Administrators and Mentors Support the Practice

When analyzing the administrators? and mentor 
teachers? survey data, the researchers identified 
several themes. One theme was the significance of 
the teacher candidate?s disposition. Administrators 
and mentors believed the teacher candidate?s 
disposition played a crucial role in the outcome. 
For example, one administrator responded, ?I 
believe that our success has everything to do with 
who we hired; she was exceptional.? Inexperienced 
teacher candidates must have the proper 
disposition to handle the situation in which they 
will be placed. In addition to the administrators? 
opinions regarding the importance of the teacher 
candidates? disposition as the teacher of record, 
administrators carefully vetted the teacher 
candidate through an interview process. The 
administrators? survey data reflected the 
importance of extensive discussions with the 
teacher candidate and personnel at the Northwest 
Missouri State University School of Education.

The administrators? vetting processes were crucial 
for the success of the teacher candidate as the 
teacher of record. Choosing the correct candidate 
to complete this experience was of the utmost 
importance and, with an extensive vetting process, 
including collaboration between partner PK?12 
schools and Northwest Missouri State University, 
survey data showed 100% of the administrators 
and mentors believed teacher candidates as 
teachers of record were adequately prepared for 
this experience. One administrator commented, ?I 
would not have hired either of my teacher 
candidates as I did without thoroughly checking 
out references and being very confident they were 
going to be strong.?

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

Another theme from the administrators? data 
documented teacher candidates as the teachers of 
record often experienced feelings of being 
overwhelmed. Even though administrators 
indicated they believed teacher candidates as 
teachers of record were prepared for most 
content, some teacher candidates believed they 
were not well prepared for what it was like to be in 
a classroom all day every day. This uncomfortable 
feeling often caused stress for teacher candidates 
as teachers of record. The amount of time 
required to be successful, including grading, 
parent communication, colleague communication, 
and lesson preparation was a surprise to most 
teacher candidates. One administrator stated, 
?Our teacher candidate as the teacher of record is 
wonderful, but she didn?t realize the extra effort it 
took beyond the teaching aspect.? Combined with 
a feeling of culture shock from not understanding 
all facets entailed in performing as a successful 
teacher, administrators and mentors believed 
teacher candidates? intrapersonal skills improved. 
After a few weeks, the self-worth of teacher 
candidates as teachers of record?s increased.

Self-reflection and assessing student success 
became a daily occurrence, which was a new 
phenomenon to teacher candidates as teachers of 
record. ?On the job? learning carried a sharp 
learning curve than might have been encountered 
during a traditional student-teaching experience. 
Although it was not a negative trend, it was a 
difficult transition. Administrators and mentors 
understood teacher-candidate success was due to 
the amount of personal stamina of the candidate 
when addressing adversities and challenges. 
Bandura (1977) wrote, self-efficacy, an individual?s 
belief in their ability to attain success, was a better 
predictor of success that previous experiences in 
similar situations. Survey results indicated 100% of 
the administrative and mentor respondents 
perceived the teacher of record was a hard worker 
who did not give up, thereby exhibiting 
self-efficacy.

The amount of guidance extended by the 
administration and mentor teacher was also a 

theme these two subgroups believed was 
important. Results showed the mentor assigned 
had a vital role in the teacher candidate?s positive 
experience. One teacher candidate commented, 
?My mentor made a huge difference. She was 
always there for me and I knew that.? Schools pay 
mentors during this process to help ensure they 
give extraordinary attention to the teacher of 
record. The daily support, genuine caring for 
success, and the feeling that the teacher of record 
could turn to the mentor for any reason, played a 
major role in the success of teacher candidates.

Administrators also believed the only way this 
process would be extremely successful was if 
teacher candidates had a good mentor teacher. 
Survey data showed 100% of administrators and 
mentor teachers perceived teacher candidates 
were supported by their mentors with 71% 
responding strongly agree and 29% agreeing. 
Administrative knowledge of their teachers ranked 
high so pairings of teacher candidate and mentor 
were successful. It would be detrimental if a 
mentor who did not understand the importance of 
mentoring or did not have sufficient experience 
was assigned to teacher candidates. These new 
teachers need guidance and support.

Lastly, administrators and mentor teachers 
believed classroom management, depth of 
knowledge, interpersonal skills/grit, and flexibility 
were all essential traits for success. In addition, 
they believed it was dually important if the mentor 
teacher or administrator believed the teacher of 
record struggled in any of these areas; it was the 
mentor?s and administrator?s job to step in and 
help. As noted by a partner school district 
superintendent:

Administrators and mentors must be willing to 
help these new teachers more than usual; such 
help may require providing more guidance 
than they would give a traditional first-year 
teacher. Administration and mentors must be 
willing to help, support, and stand up for 
teacher candidates as teachers of record if 
questioned about their abilit ies to be in a 
classroom full time before they have graduated  

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

Teacher Candidates Support the Practice

The researchers conducted follow-up interviews 
with six randomly selected teacher candidates who 
served as teacher candidates as teachers of 
record. The responses fell into five themes: (a) 
support they received while student teaching, (b) 
the amount of time required to prepare and grade, 
(c) they had areas in which they were well 
prepared, (d) they had areas in which they were 
not prepared, and (e) they were glad they ?did it.?

Teacher candidates received support from a 
variety of individuals: mentor teachers, other 
teachers who teach in the same content area, 
principals, university supervisors, and content 
professors. In some instances, mentor teachers 
checked in daily with teacher candidates; others 
checked in with the building principal ?a lot.? 
Teacher candidates were unafraid to ask questions 
and did not seem threatened by the building 
administrator?s interest in them and their teaching. 
One candidate stated, ?The building administrator 
made me feel like I was in the right place, doing 
the right thing, and they were happy I was there.?

The survey data indicated that 81% of teacher 
candidates believed they were supported by the 
mentor teacher and 100% of administrators and 
mentors indicated they felt mentor teachers 
supported the teacher candidates. Interestingly, 
88% of the teacher candidates felt supported by 
others than mentor teachers or administrators. Of 
teacher candidates, 81% perceived support from 
building administrators whereas 100% of 
administrators and mentor teachers indicated they 
felt support for teacher candidates.

Teacher candidates prepared to build appropriate 
relationships with students, the content 
knowledge, and classroom management; however, 
they also indicated lesson planning was different 
in the ?real classroom? when they needed to meet 
the instructional needs of the student rather than 
preparing an isolated plan. Although feeling 
confident in their abilit ies to manage a classroom, 
teacher candidates indicated the process differed 
when they managed the classroom on their own. 

Practicum experiences and working in summer 
camps provided good experiences for one 
candidate. Parent communication and planning for 
a lesson on a day-to-day basis with the 
appropriate content was difficult.

Teacher candidates who were interviewed 
expressed it was a good experience to ?just jump 
in and do it.? They learned about themselves and 
continued to grow. One candidate stated, 
?Experience helped me grow as I continued to try 
hard though I perceived many failures every day. 
By the end of year one I felt confident in what not 
to do.? One needs to be well organized and able to 
handle a great deal of pressure. Teacher 
candidates credited the positive experience to 
principals, other staff members, mentors, and 
university advisors. Being willing to communicate 
when one felt overwhelmed and to ask questions 
also emerged as important.

The success of teacher candidates serving as 
teachers of record appeared to support published 
literature regarding teacher-preparation programs. 
Mutually beneficial partnerships were created that 
benefitted teacher candidates and the school 
district (American Association of Colleges for 
Teacher Education, 2018; Reischl et al., 2017). 
Teacher candidates were earning a salary and the 
district had a teacher for their students.

Teacher candidates themselves demonstrated grit, 
as defined by Duckworth et al. (2007). Candidates 
exhibited the capacity to sustain effort and interest 
in projects that took months to complete. The 
survey data showed that teacher candidates 
displayed self-efficacy (see Bandura 1977) in 
believing they had the skills they needed to teach, 
even though they had not completed student 
teaching (Survey Data).

Quant it at ive Findings

In addition to the qualitative data, an analyses of 
quantitative data provided several results (Table 2). 
We performed a chi square analysis to determine 
whether a significant difference existed between 
participants who identified as mentors and 
administrators and those who identified as 

48



RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

teachers of record. We performed analyses on 
several survey items to determine if significant 
differences existed between groups. The only 
significant difference that appeared, using an 
alpha = .05, was found when comparing responses 
on the item, ?was prepared for the demands of the 
job beyond the class content on his or her time.? 
Results were significant X2 (1, N = 29) = 4.91, 
p < .05. Teacher candidates were less likely to 
agree they were ?prepared for the demands of the 
job beyond the class content of his or her time? 
than were administrators and mentors.

Participants responded on a Likert-type scale, 
organized and transformed in Excel based on 
?agreement? or ?disagreement.? We coded 
responses of strongly agree/agree coded as ?1? 
and responses of disagree/strongly disagree as ?0.? 
We identified the discrepancy between the 
responses of teacher candidates and the 
responses of building administrators and mentor 
teachers. The chi-square results indicated 100% of 
administrators believed teacher candidates were 
prepared for the demands beyond the classroom, 
while 69% of the teacher agreed. The statistical 
finding was validated by the follow-up survey 
which indicated that the majority of candidates 
were surprised by the amount of time they had to 
put into teaching, including preparation and 
grading. One candidate indicated spending 70?80 
hours per week and two specifically indicated they 
had to learn to balance their home life with their 
professional life ?while still giving ample time to 
both.?

Although not statistically significant, only 56% of 
teacher candidates believed they were prepared to 
collaborate with parents to support student 
learning; in contrast, 85% of administrators and 
mentors believed teacher candidates were 
prepared to collaborate with parents. Skills to work 
in partnership with parents is an area that should 
be incorporated into the preparation program for 
teacher candidates.

With 29 responses to the question ?I have found 
the process of teacher candidates serving as a 
teacher of records as an effective practice,? 28 

respondents answered ?yes.? In response to the 
question ?was a hard worker who never gave up,? 
all respondents indicated agreement.

Conclusions

Despite limited research on the topic of using a 
teacher candidate as a teacher of record, evidence 
does exist showing the teacher shortage is real. 
This study is important because many rural school 
districts in the Northwest region of the state are 
experiencing significant teacher shortage. The 
state?s substitute certification requirements align 
well to the teacher candidate as the teacher of 
record practice. As a result, a growing number of 
regional rural school districts are using teacher 
candidates as the teacher of record to address the 
educator shortage. 

This study has several implications, including the 
need for further research regarding the practice of 
the Teacher Candidate as the Teacher of Record. 
The three most significant takeaways from this 
study are: 1) the TCs as TORs had habits of 
thinking, dispositional tendencies, contributing to 
their success, 2) the TCs were, 2) the TCs were 
adequately prepared by the university, and 3) the 
TCs as TORs had strong support by both the 
university and the school personnel.

According to Hammerness et. al (2005), student 
dispositions or habits of thinking a teacher 
candidate brings to the learning also is a factor in 
teacher candidate learning. Teacher candidates 
learn, practice, and reflect throughout their 
university experiences and during their 
experiences as student teachers and as teachers. 
Truly, successful teacher candidates as teachers of 
record bring grit to the position with an ?approach 
that achievement is a marathon: his or her 
advantage is stamina? (Duckworth et al., 2007). The 
researchers determined an important part of the 
TC as the TOR?s success is because the TC was 
coachable and was a hard worker. Specifically, the 
survey data reflected a strong belief by the mentor 
teacher and the administrator the TC as TOR had 
personal ?grit?. 

Another important finding is the belief that the 

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

university adequately prepared teacher candidates 
to serve as the teacher of record. The concept that 
supports this work is one where learning 
communities in university classrooms, in field 
experiences, and in student teaching allow teacher 
candidates to construct a vision of good practice 
that is not stage dependent (Conway & Clark, 
2003; Grossman, 1992; Hammerness et al.,2005). A 
structure of fluid learning exercising the teacher 
candidate?s understanding of content, pedagogy, 
the students whom they are teaching, as well as 
the contexts of the community where they teach, 
the ability to practice effective instructional 
practices as well as tools of the trade. All three 
qualitative data sources collected by the 
researchers indicated the mentors and the 
administrators perceived the TCs as the TORs were 
well prepared by the university for the P-12 
classroom. 

Finally, the perceptions that mentor teachers, 
university supervisors, and school administrators 
provided strong support to the teacher candidates 
as the teacher of record helped to ensure overall 
success of the teacher candidate. It is important 
not to underestimate the importance of systemic 
support for the TC. Grossman (1992) argues new 
teachers have the potential to make great strides 
toward expertise even as they are novices with the 
right kind of support.  Mentors who connect with 
the novice teachers by building strong 
relationships with them support the learning of 
the teacher candidates helping them to reflect on 
practices they observe and they themselves 
implement. The critical support can come from 
various sources ?supervisors, teacher candidate 
education instructors, cooperating teachers, other 
veteran teachers, and even fellow candidates? 
(Darling-Hammond et al., 2005). The researchers 
found that not only did the mentors, university 
supervisors, and administrators strongly support 
the TCs as TORs, but the TCs were supported by 
other professionals in the building as well. 

Some recommendations for future discussions 
include: 

1. Does having a teacher candidate as the 

teacher of record have an effect on student 
learning?

2. What specific kinds of support do teacher 
candidates serving as teachers of record 
need as compared to traditional beginning 
teachers?  

3. What are the perceptions of other 
stakeholders like parents, patrons, and 
colleague teachers of the practice?

4. Educator Preparation Programs, as the 
teacher shortage continues, should 
continue to collect data regarding 
perceptions of the effectiveness, test score 
data of students in the classes, and 
retention data for those who served as 
teacher of record while student teaching.  

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https://doi.org/10.1177/0031721717708295 
https://doi.org/10.1177/0022487119839700 


RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

Appendix A: Teacher  of  Record In it ial Int erview  
Quest ions

Principal/District ?

1. Why did you employ a preservice teacher 
candidate?

2. How did having a Teacher Candidate as the 
teacher of record affect student academic 
achievement (MAP, EOC, etc.)?

3. In what ways is the Teacher Candidate as 
the Teacher of Record positive for the 
district of employment?

4. In what ways is the Teacher Candidate as 
the Teacher of Record negative for the 
district of employment?

5. How does the partnership reshape the 
culminating field experience from the 
district /  university perspective?

6. Anything you want us to know?

 

Appendix B: Survey Quest ions

TEACHER CANDIDATES AS TEACHERS OF RECORD 
SURVEY

You are being asked to participate in a research 
study. This research is being conducted to 
investigate the experiences of district 
administration, mentor teachers, and teacher 
candidate who are serving or have served as the 
teacher of record regarding the preparation of the 
teacher candidates to serve as teachers of record 
and the support needed and/or provided by the 
university and the district. The effect of these 
experiences of the teacher candidate as a teacher 
of record will be collected from the district 
administration and teacher candidates who are or 
have served as teachers of record via 
questionnaires and follow-up phone interviews of 
randomly selected teacher candidates, mentor 
teachers, and administrators.

When you are invited to participate in research, 
you have the right to be informed about the study 
procedures so that you can decide whether you 
want to consent to participation. This form may 
contain words that you do not know. Please ask 
the researcher to explain any words or information 
that you do not understand. You have the right to 
know what you will be asked to do so that you can 
decide whether or not to be in the study. Your 
participation is voluntary. You do not have to be in 
the study if you do not want to. You may refuse to 
be in the study and nothing will happen. If you do 
not want to continue to be in the study, you may 
stop at any time without penalty or loss of benefits 
to which you are otherwise entitled.

WHY IS THIS STUDY BEING DONE?

The purpose of this research is to investigate to 
investigate the experiences of district 
administration, mentor teachers, and teachers 
who are or have served as the teacher of record 
regarding the preparation of the teacher 
candidates to serve as teachers of record and the 
support needed and/or provided by the university 
and the district. In addition, participants will be 
asked if they view the practice of placing a teacher 

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

candidate as the teacher of record an effective 
practice. The results of this survey will inform 
practice at the university in the assistance of 
partner school districts in employing teacher 
candidate as teachers of record.

HOW MANY PEOPLE WILL BE IN THE STUDY?

About 75 people will take part in this study of 
teacher candidates who are or have served as a 
teacher of record. within the placement area of the 
university since 2016. WHAT AM I BEING ASKED TO 
DO? You will be asked to participate in a survey 
and perhaps a follow-up interview lasting no more 
than 10-15 minutes.

HOW LONG WILL I BE IN THE STUDY?

This study will take nine months approximately to 
complete. You can stop participating at any time 
without penalty.

WHAT ARE THE BENEFITS OF BEING IN THE STUDY?

Since this is a voluntary study, there is no direct 
benefit to you; however, the results of the study 
may shed light on the practice of placing teacher 
candidates as the teacher of record for the 
districts, educator preparation programs, and for 
the teacher candidates themselves.

WHAT ARE THE RISKS OF BEING IN THE STUDY?

There is no risk involved in this study except your 
valuable time. Participation does not involve any 
experimental procedures.

WHAT ARE THE COSTS OF BEING IN THE STUDY?

There is no cost to you. The information provided 
by you will remain confidential. Nobody except the 
principal investigators will have access to it. Your 
name and identity will also not be disclosed at any 
time. Information produced by this study will be 
stored in the investigator?s file and identified by a 
code number only. The code key connecting your 
name to specific information about you will be 
kept in a separate, secure location. The 
information contained in your records may not be 
given to anyone unaffiliated with the study in a 
form that could identify you without your written 
consent, except as required by law. To ensure 

subject confidentiality, all data collected will be 
kept in a locked file and accessible only by the 
co-investigators. Electronic files will be password 
protected.

WILL I BE COMPENSATED FOR PARTICIPATING IN 
THE STUDY?

You will receive no payment for taking part in this 
study.

WHAT ARE MY RIGHTS AS A PARTICIPANT?

Participation in this study is voluntary. You do not 
have to participate in this study. You will also be 
informed of any new information discovered 
during the course of this study that might 
influence your health, welfare, or willingness to be 
in this study.

CONFIDENTIALITY

WHOM DO I CALL IF I HAVE QUESTIONS OR 
PROBLEMS?

If you have any questions regarding your rights as 
a participant in this research and/or concerns 
about the study, or if you feel under any pressure 
to enroll or to continue to participate in this study, 
you may contact the Northwest Missouri State 
University Institutional Review Board (which is a 
group of people who review the research studies 
to protect participants? rights) at 
IRBNWMS@nwmissouri.edu or (660.562.1196). You 
may ask more questions about the study at any 
time. For questions about the study, contact Linda 
Gray Smith (641-234-2715) or at 
lsmith@nwmissouri.edu. A copy of this Informed 
Consent form will be given to you before you 
participate in the research.

AUTHORIZATION

I have read and understood this consent form, and 
I volunteer to participate in this research study. I 
understand that I will receive a copy of this form. I 
voluntarily choose to participate, but I understand 
that my consent does not take away any legal 
rights in the case of negligence or another legal 
fault of anyone who is involved in this study. I 
further understand that nothing in this consent 

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RICH, SMITH & ALEXANDER|  TEACHER CANDIDATES AS THE TEACHER OF RECORD

form is intended to replace any applicable Federal, 
state, or local laws.

Survey

1. What was your role in the teacher 
candidates as teachers of record process?
-I was the teacher of record
-I was the administrator
-I was the mentor teacher

2. What was the teacher candidate?s teaching 
responsibility (Choose all that apply):
-Elementary
-Middle school (grade 5-8)
-High school (grades 9-2)
-Sped
-K-12

3. Would you consider your placement?
-Rural
-Suburban
-Urban

4. Please indicate your agreement level with 
the following statements.

Strongly Agree
Agree 
Disagree
Strongly Disagree
Not Observed

- Was supported by their mentor teacher
- Was supported by a building level 

administrator/administration
- Was supported by other professionals 

besides the mentor teacher or building 
level

- administrator/administration
- Was prepared to engage students in his or 

her content
- Was prepared to collaborate with 

colleagues to support student learning
- Was prepared by a professional education 

program that effectively prepared them to 
serve as teacher of record

- Was prepared to collaborate with parents 
to support student learning

- Was prepared for the demands of the job 
beyond the class content on his or her time

- Was prepared to implement instruction that 
resulted in high-level student learning in 
the classroom.

- Found the community supportive of them 
serving as the teacher of record

- Was coachable
- Was a hard worker who never gave up

5. I have found the process of teacher 
candidates serving as a teacher of record as 
an effective Practice

- Yes
- No

6. Anything else you would like to share 
regarding the experiences of the teacher 
candidate serving as the teacher of record?

 

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