Download or read book Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students hc written by Jennifer E. Carinci and published by . This book was released on 2020 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students - which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in pre-service and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders' collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Download or read book Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students written by Jennifer E. Carinci and published by Contemporary Issues in Accreditation, Assessment. This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students - which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in pre-service and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders' collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Download or read book Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students written by Jennifer E. Carinci and published by IAP. This book was released on 2020-02-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Download or read book Rethinking Teacher Preparation Program Design written by Etta R. Hollins and published by Routledge. This book was released on 2021-05-30 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.
Download or read book Peering Around the Corner written by Ashley LiBetti Mitchel and published by . This book was released on 2016 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: States, programs, and schools have long focused on the inputs of teacher preparation--the rules for candidates and the preparation programs they attend--because inputs were thought to predict teacher effectiveness, and because they were often the best option available. But in the early 2000s, policymakers began trying to evaluate preparation programs on the basis of graduate outcomes. In 2011, the U.S. Department of Education took another step to encourage states to link preparation programs to outcomes. The department announced that it would begin the process of regulating Title II and Title IV of the Higher Education Act to address teacher-preparation accountability and reporting. Title II affects how states and institutions report on the quality of preparation programs and requires states to identify their low-performing programs. Title IV includes student-aid programs like TEACH Grants, a loan-forgiveness program for teachers attending "high-quality" preparation programs. During the rulemaking process, the department pushed to include completer outcomes in states' definitions of program quality, and to use those definitions to determine which programs were "high-quality" in the context of TEACH Grants. Researchers are still debating how to track results and define a successful preparation program, but preparation programs will never be able to improve unless states track their results. State policymakers considering this work would be wise to learn from early implementation efforts. This report reviews the challenges and trade-offs that states face in their efforts to link completer outcomes to preparation programs. After reviewing the challenges and trade-offs, the report looks at seven important questions for 11 states that have attempted to link outcomes to programs, based on the most recent information the authors could find. The 11 states include: Colorado, Delaware, Florida, Georgia, Louisiana, Massachusetts, New Jersey, North Carolina, Ohio, Rhode Island, and Tennessee. Herein the authors present their distillation of lessons from these states and what policymakers can learn from these early adopters.
Download or read book Assessing the Pre Service Clinical Practice Experiences of Practicing Teachers written by Steve Meyer and published by . This book was released on 2016 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent emphasis on teacher effectiveness and accountability has led the education policy, research, and practitioner communities to take a closer look at the effectiveness of teacher preparation programs, motivated in large part by concerns about program quality. Several national- and state-level studies have found new teachers to be underprepared with respect to needed knowledge and skills, based on reports by school principals, education school faculty and deans, and program graduates themselves (Kiuhara, Graham, & Hawken, 2009; Levine, 2006; Missouri Schools of Education Research Project, 2005). For example, teachers in their first three years of teaching who graduated from 17 universities reported that they lacked knowledge and skills related to content pedagogy, lesson design and preparation, classroom management, and other aspects of teaching (Chesley & Jordan, 2012). Assessments of teacher preparation programs have also identified substantial diversity within and across traditional and alternative programs, including variation in curricula, pedagogical preparation, course requirements, textbook quality, faculty teaching assignments, and student teaching experiences (Greenberg, Pomerance, & Walsh, 2011; Greenberg, Walsh, & McKee, 2014; Ingersoll, Merrill, & May, 2014; Levine, 2006). Members of REL Central's Educator Effectiveness Research Alliance, including state education agency and teacher preparation program administrators and faculty, expressed the need for better information about the implementation and effectiveness of teacher preparation programming to guide policy and practice. Given concerns about the variation in the clinical practice component of teacher preparation programs and evidence suggesting that this is an aspect of program implementation with potential to affect teacher and student outcomes, clinical practice is an area that warrants additional research. To address this need and support informational needs among members of REL Central's Educator Effectiveness Research Alliance, this study was designed to collect descriptive data about this important aspect of teacher preparation. The study addresses the following research questions:(1) What are the characteristics of clinical practice in traditional teacher preparation programs completed by first-year public school teachers in Missouri; and (2) How does clinical practice in traditional teacher preparation programs completed by first year public school teachers in Missouri vary by certificate type? This information is designed to inform conversations among state administrators in REL Central states about emerging state standards for teacher preparation, such as what constitutes minimum implementation of priority components. Findings from this study may also prompt teacher preparation program administrators in Missouri to engage in discussion about how to improve programs, by examining how their programs compare to others in the state. The collaborative process used in this study for survey development, data collection, and dissemination of findings offer a good model for researchers and educators who wish to engage in similar work. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Download or read book An Initial Exploration of Colorado trained Teachers written by and published by . This book was released on 2012 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the body of research on the importance of teacher quality grows, increased scrutiny is generally being placed on the educator pipeline and, more specifically, on teacher preparation programs. As a result, there is a push to link in-service teachers to their preparation programs and examine program outcomes that include, but are not limited to, the demographic characteristics of the teaching force produced, where and with which students these teachers work, and, ultimately, the impact they have on the achievement of their students.
Download or read book Resources in Education written by and published by . This book was released on 1995-06 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating Technology in Teacher Education written by Walt Heinecke and published by IAP. This book was released on 2010-06-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Download or read book Profiles of Preservice Teacher Education written by Kenneth R. Howey and published by SUNY Press. This book was released on 1989-02-21 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors allow students and faculty to speak in their own voices to tell the story of how teachers are prepared for their important roles as educators of the nations children. This book provides in-depth, personal descriptions of how elementary teachers are prepared in six diverse schools and colleges of education, ranging from the program in a small liberal arts college to those embedded in major research-oriented universities. The richly woven descriptions (gained through intensive observations and interviews) provide a balanced picture of the situation and context of teacher education today. Howey and Zimpher conclude the descriptions with an insightful cross-institutional analysis of the problems and issues uncovered and suggest a provocative set of characteristics that appear to contribute to an effective program of teacher education.
Download or read book Approaches to Evaluating Teacher Preparation Programs in Seven States REL 2015 044 written by Stephen J. Meyer and published by . This book was released on 2014 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe how states in the REL Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) evaluate teacher preparation programs and planned changes for evaluation. Publicly available documents were reviewed and interviews were conducted with state education agency representatives in late 2013. Findings show that all Central Region states have procedures for approval and reauthorization of teacher preparation programs that focus on program design and implementation through reviews of documentation and on-site visits by review teams. Six of seven Central Region states are implementing or have planned changes to state evaluation of teacher preparation programs to focus on the performance of program graduates. As part of these changes to evaluation activities, states are also developing statewide data collection tools, investing in data system development, and exploring new approaches for reporting evaluation findings. More frequent and outcomes-focused approaches to teacher preparation program evaluation have the potential to motivate a change from the current state focus on program accountability to meaningful and ongoing identification of program strengths and weaknesses that can be used to improve programs. The following are appended: (1) Data and methodology; (2) List of documents reviewed; and (3) Structured interview protocol.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Enhancing Colorado Data Systems written by and published by . This book was released on 2012 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changes in student achievement as measured by standardized assessments are rapidly becoming a principal element for evaluating teaching quality. This approach is also increasingly being used as a fundamental component when evaluating the efficacy of teacher preparation programs offered at a variety of institutions of higher education. Recent legislation in Colorado (SB 10-036 and SB 11-245) requires the Department of Higher Education (DHE) to track the outcomes of graduates of teacher preparation programs.
Download or read book An Evaluation of Teachers Trained Through Different Routes to Certification written by and published by . This book was released on 2009 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, thousands of new teachers pass through hundreds of different teacher preparation programs and are hired to teach in the nationâs schools. Most new teachers come from traditional route to certification (TC) programs, in which they complete all their certification requirements before beginning to teach. In recent years, however, as many as a third of new hires have come from alternative route to certification (AC) programs, in which they begin teaching before completing all their certification requirements (Feistritzer and Chester 2002). AC programs have grown in number and size in recent years in response to a variety of factors, including teacher shortages and the No Child Left Behind (NCLB) Act, which requires that every core class be staffed with a teacher who has obtained full certification or, in the case of alternative routes to certification, is enrolled and making adequate progress toward certification through an approved program. This study represents a collaborative effort of many schools, principals, program directors from teacher training programs, teachers, and researchers. The study found no benefit, on average, to student achievement from placing an AC teacher in the classroom when the alternative was a TC teacher, but there was no evidence of harm, either. In addition, the experimental and non-experimental findings together indicate that although individual teachers appear to have an effect on studentsâ achievement, we could not identify what it is about a teacher that affects student achievement. Variation in student achievement was not strongly linked to the teachersâ chosen preparation route or to other measured teacher characteristics.
Download or read book InTASC Model Core Teaching Standards written by The Council of Chief State School Officers and published by . This book was released on 2011-05-31 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Download or read book Enhancing Professional Practice written by Charlotte Danielson and published by ASCD. This book was released on 2007-02-08 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners. The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use. This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards.
