Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience

2017 ◽  
Vol 70 (2) ◽  
pp. 102-114 ◽  
Author(s):  
Scott Kissau ◽  
Laura C. Hart ◽  
Bob Algozzine
Keyword(s):  
Professional Development ◽  
Student Teaching ◽  
Classroom Practice ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
High Stakes ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
K 12 ◽  
The Impact

In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, such as edTPA, that provide data-based evidence that their candidates are ready to teach upon program completion. Furthermore, in response to new accreditation standards for teacher training programs established by the Council for Accreditation of Educator Preparation, colleges of education are now required to demonstrate enduring and mutually beneficial partnerships with K-12 partners. Given the influence of the K-12 cooperating teacher (CT) on candidate classroom practice, providing professional development (PD) to CTs on edTPA represents a possible means of accomplishing both goals. This study examined the impact of an edTPA PD workshop designed specifically for CTs on CT practice and candidate edTPA scores. Results suggest that candidates placed with CTs who have received edTPA PD can benefit from increased CT knowledge about the edTPA assessment.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2015 ◽  
pp. 106-120
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

scholarly journals Voices from the Field

2012 ◽  
Vol 1 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Nancy Bacharach ◽  
Teresa Washut Heck
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
Teaching Model ◽  
Preparation Programs ◽  
School Partnerships ◽  
Traditional Student ◽  
University School Partnerships

Teacher preparation programs face continued scrutiny and to address these concerns it is imperative that teacher educators examine all aspects of their current preparation programs. The student teaching experience is a critical component in teacher preparation, and must undergo careful review. The SCSU co-teaching model provides a proven alternative to the traditional student teaching experience. This model not only strengthens university/school partnerships, but also has the ability to provide benefits for all stakeholders.

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2016 ◽  
pp. 65-80
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

Educators’ perceptions of environmental education and professional development in teacher preparation programs

2018 ◽  
Vol 18 (3) ◽  
pp. 207-218 ◽  
Author(s):  
Kimberly Yates ◽  
April Reefer ◽  
Denice Robertson ◽  
Jennifer Hubbard-Sanchez ◽  
Jeanine Huss ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Environmental Education ◽  
Teacher Preparation Programs ◽  
Preparation Programs

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2015 ◽  
pp. 114-127
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

2020 ◽  
pp. 163-182
Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
University Partnerships ◽  
Primary Responsibility ◽  
To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.

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