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Abstract

This study examines teacher candidate preparedness to support English learners across Michigan educator preparation providers (EPPs) using data from the Michigan Department of Education Educator Workforce Data Report. Data from the statewide Candidate Survey Suite, including responses from candidate supervisors, cooperating teachers, and teacher candidates, were analyzed to examine perceived preparedness at both state and institutional levels. Findings indicate that preparedness to support English learners remains comparatively lower than other areas of teacher preparation and showed little change following implementation of Michigan’s revised 2020 teacher preparation standards. Considerable variation was also observed across EPPs. To explore this variation, a document analysis was conducted of one elementary education program within a public EPP reporting the highest levels of teacher candidate preparedness to meet the needs of English learners. This program was selected for document analysis to highlight how TESOL preparation is integrated into initial licensure at an EPP reporting high levels of teacher candidate preparedness. Results suggest that stronger preparedness may be associated with structured English learner preparation, including TESOL coursework, endorsement requirements, and language proficiency expectations embedded within initial licensure pathways. The study highlights variability across programs and the need for more systematic integration of TESOL preparation in teacher education. Further research across multiple educator preparation providers is needed to examine how different approaches to TESOL integration relate to teacher candidate preparedness and instructional practices.

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