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.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

2019 ◽  
Vol 71 (1) ◽  
pp. 108-121 ◽  
Author(s):  
Rachel Roegman ◽  
Joni Kolman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Theoretical Framework ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Multiple Contexts ◽  
The Many ◽  
K 12

In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

Preparing 21st Century Teachers

2020 ◽  
pp. 140-162
Author(s):  
Salika A. Lawrence ◽  
Rupam Saran ◽  
Tabora Johnson ◽  
Margareth Lafontant
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Digital Devices ◽  
Use Of Technology ◽  
K 12

When teachers use technology and digital tools for academic purposes, they are more apt to introduce it to their K-12 students. This chapter describes methods used by teacher educators to incorporate technology into their courses to help candidates meet professional standards, and methods used by teacher candidates to incorporate technology into their teaching to help P6 students meet technology and 21st century standards. Teacher preparation programs should introduce candidates to different technologies and software programs, provide opportunities for candidates to use the tools, and guide candidates as they develop learning resources in the field using the technology. Three factors impacted candidates' use of technology: their perceptions about their capabilities as users of technology in academic contexts, their experiences using technology, and their access to resources such as digital devices and software. Although some pitfalls occurred with program-wide technology integration, the study offers strategies for addressing these obstacles.

edTPA Local Evaluation

2018 ◽  
pp. 1673-1688
Author(s):  
John Louis Seelke ◽  
Kelly Mills
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
National Board Certified ◽  
Performance Assessments ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 700 teacher preparation programs, with 12 states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Modeling Technology Integration in Teacher Preparation Programs

2018 ◽  
pp. 82-97 ◽  
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Department Of Education ◽  
Teacher Preparation Programs ◽  
Learning Networks ◽  
Preparation Programs ◽  
Modeling Technology ◽  
K 12

Teacher preparation programs are expected to prepare teacher candidates to integrate technology with instruction in meaningful ways to support PK-12 student learning (U.S. Department of Education, Office of Technology, 2017). Consequently, teacher candidates must experience technology in their teacher preparation coursework, including modeling by faculty, experiencing opportunities to practice integration through course assignments, and observing technology integration being implemented in K-12 classrooms. To accomplish these tasks, faculty must develop knowledge, skills, resources, and professional learning networks for themselves, including actively developing K-12 partnerships.

edTPA Local Evaluation

2016 ◽  
pp. 93-108
Author(s):  
John Louis Seelke ◽  
Kelly Mills
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
National Board Certified ◽  
Performance Assessments ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 500 teacher preparation programs, with nine states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Multimodal Composition for Teacher Candidates

2014 ◽  
pp. 228-247 ◽  
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

Generalization Training in Special Education Teacher Preparation: Does It Exist?

2017 ◽  
Vol 40 (3) ◽  
pp. 179-193 ◽  
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Mary Catherine Scheeler
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Teaching Skills ◽  
Preparation Programs ◽  
Education Teacher ◽  
Course Syllabi ◽  
K 12

Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.

Evidence-Based Teacher Preparation: Policy Context and What We Know

2018 ◽  
Vol 70 (2) ◽  
pp. 90-101 ◽  
Author(s):  
Dan Goldhaber
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Value Added ◽  
Feedback Loops ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Research Attention ◽  
Quantitative Evidence ◽  
Policy Context ◽  
Teacher Workforce

Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about TPPs, I find that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes. The lack of evidence on the importance of the features of teacher preparation is primarily due to data deficiencies: data often do not permit connections between TPP features and teacher workforce outcomes. As a consequence, feedback loops that could theoretically provide TPPs with actionable information about program design typically do not exist.

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.

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