Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Christopher Bates

Second Advisor

Dr. Donald Gately

Third Advisor

Dr. Tom Rizut

Abstract

The New York State Portrait of a Graduate (PoG) framework emphasizes the development of transferable competencies intended to prepare students for college, career, and life readiness. Although the framework has been adopted statewide, limited empirical research exists regarding secondary educators’ perceptions of preparedness to implement PoG competencies within curriculum, instruction, assessment, and schoolwide practices. Understanding educator readiness is essential to supporting effective and equitable implementation across schools The purpose of this quantitative study was to examine how secondary educators on Long Island perceive their readiness to implement the New York State Portrait of a Graduate framework. Specifically, the study explored educators’ perceived preparedness, instructional strategies, anticipated challenges, and needed supports related to competency-based implementation. The study used a quantitative survey design involving secondary educators, including teachers, administrators, counselors, and instructional support personnel in Nassau and Suffolk County public schools. The study initially aimed to recruit up to 77 participants; however, the final sample consisted of 35 eligible secondary educators from Long Island school districts who completed the survey during the approved data collection period. The survey utilized a 5-point Likert-type scale to measure participants’ perceptions of educator self-efficacy, leadership support, professional development, instructional practices, accountability alignment, and equity- related factors associated with the implementation of New York State’s Portrait of a Graduate (PoG) framework. Findings indicated varied levels of educator preparedness across participant groups. Results suggested that leadership support, professional development opportunities, and collaborative structures influenced educators’ perceived readiness to implement competency- based practices aligned with the PoG framework. Participants also identified concerns related to implementation consistency, accountability expectations, and equitable access to resources and support. The findings contribute to the growing body of research on competency-based education and educator readiness by providing insight into early perceptions of PoG implementation among Long Island secondary educators. Implications from this study may inform professional development planning, leadership practices, policy implementation, and future research related to competency-based educational reform.

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