Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The congruency of these three measures of data analysis addressed the courses and field experiences of Residency II clinical teacher candidates. The major findings were that teacher candidates were meeting expectations of the edTPA and TEAM; however, the preexisting teacher candidates' surveys indicated that there was a lack of satisfaction with their data training. Evidence indicated that the EDTPA and TEAM provided the quantitative measurements but did not provide the qualitative feedback to address any modifications in the instruction. The possible social change implications of this study involves the Residency II teacher candidates participating in an organized, 3-day workshop to have a purposeful experience where they learned collectively and enriched their field experiences while exceeding the required expectations of the edTPA and TEAM assessments.

This purpose of this study examined the effectiveness in technology integration among Texas educator preparation pathways and identified successful approaches in developing the technology competencies of preservice teachers. Existing data collected by the Texas Education Agency's Exit Survey by preservice teachers completing an educator preparation program was used to conduct a quantitative study. Data was imported into SPSS to conduct statistical analysis. The findings are discussed and recommendations for future research are provided to inform future development of technology integration in educator preparation programs.