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The purpose of this study was to investigate a set of teacher-level factors that educator preparation providers (EPPs) may be examining to anticipate how effective teachers might be in the classroom. An ordinal logistic regression was performed to determine impact on teacher effectiveness, given five predictor variables: level (undergraduate vs. graduate), age, GPA, ACT, and Praxis II scores. The findings demonstrated that only level made a significant individual contribution to prediction, suggesting that undergraduate students were less likely to have higher teacher effectiveness scores than graduate students. The major implication for states may be to evaluate EPPs and their abilities to impact the quality of preservice teacher candidates separately based on whether they serve primarily undergraduate or graduate student populations.

The purpose of this article is to examine a ‘grow your own’ model of leadership preparation and placement of educational administrators in the state of Tennessee. The growing need for school and district administrators in the rural counties of Tennessee mirrors a nationwide issue, and state policymakers and practitioners must respond appropriately to sustain adequate K-12 educational leadership that is representative of state demographics. Recommendations for policy and practice are provided for state and local education agencies as well as principal preparation programs in higher education.

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