Using edTPA Data to Improve Programs

This chapter will share a model for teacher preparation programs to consider when attempting program improvement through the use of edTPA data. This model, regardless of the edTPA context, mandated or voluntary, provides a frame in which teacher education programs can begin using edTPA data for program improvement and can advance their data use towards transformative, institutional improvements. This additive model takes time, commitment, and vision in order to systematically create programmatic improvements. Performance assessment data provides the structure and information needed for units and programs to make these purposeful changes. The increasingly explicit culture of assessment in teacher education, in conjunction with the promise of valid and reliable performance assessments, invites teacher education programs to engage in third spaces with renewed focus.

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Using edTPA Data to Improve Programs

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch018 ◽

2018 ◽

pp. 357-370

Author(s):

Kristen C. Cuthrell ◽

Diana B. Lys ◽

Elizabeth A. Fogarty ◽

Ellen E. Dobson

Keyword(s):

Teacher Education ◽

Additive Model ◽

Program Improvement ◽

Performance Assessments ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Culture Of Assessment ◽

Reliable Performance

This chapter will share a model for teacher preparation programs to consider when attempting program improvement through the use of edTPA data. This model, regardless of the edTPA context, mandated or voluntary, provides a frame in which teacher education programs can begin using edTPA data for program improvement and can advance their data use towards transformative, institutional improvements. This additive model takes time, commitment, and vision in order to systematically create programmatic improvements. Performance assessment data provides the structure and information needed for units and programs to make these purposeful changes. The increasingly explicit culture of assessment in teacher education, in conjunction with the promise of valid and reliable performance assessments, invites teacher education programs to engage in third spaces with renewed focus.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch006 ◽

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.

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Developing Critical Dispositions in Teacher Education Programs

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7823-9.ch006 ◽

2019 ◽

pp. 106-124

Author(s):

Jarrett D. Moore

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

American Education ◽

Education Programs ◽

Preparation Programs ◽

Self Reflection ◽

Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

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.

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Technology Instruction in Language Teacher Education Programs

Preparing Foreign Language Teachers for Next-Generation Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0483-2.ch001 ◽

2017 ◽

pp. 1-22

Author(s):

Yining Zhang ◽

Matthew Deroo

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

World Language ◽

Education Programs ◽

Preparation Programs ◽

Language Teacher Education ◽

Language Teacher ◽

Technology Instruction

It is important to examine how prospective teachers were prepared with integrating technology in their teaching. This study explored the integration of technology instruction among ten top world language teacher preparation programs in the United States. Data collection included document analysis of syllabi and interviews with program directors and instructors. The findings revealed that technology instruction were provided to language pre-service teachers through general technology courses, methods courses, and a series of technology-related courses infused throughout the entire program. In addition, technology courses organized a variety of approaches to enrich students' experiences with technology. We also generated four main themes to reflect some key elements in current technology instruction for pre-service teachers. The study enriches our knowledge of the current situation for how different world language teacher education programs prepare their pre-service teachers.

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Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3132-6.ch020 ◽

2018 ◽

pp. 418-442

Author(s):

Urban Fraefel ◽

Kerstin Bäuerlein ◽

Antje Barabasch

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Candidates ◽

Professional Competencies ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Special Focus ◽

Education Programs ◽

Preparation Programs ◽

German Speaking

The conception of teacher preparation programs in German-speaking countries usually rests on a largely normative set of professional competencies to be acquired by teacher candidates. The fact that this cluster of competencies is quite complex entails the considerable challenge of finding adequate procedures for the assessment at the end of the training. Valid and reliable information on professional competencies of teacher candidates can only be obtained by analyzing their actual teaching performance in the classroom. This chapter discusses theoretical assumptions of current assessment practices, a variety of methodological approaches, current developments, and implications for teacher education programs. A special focus is on the use of video portfolios as an assessment tool in the final stage of teacher preparation programs. The results of such assessments can provide a solid base for answering the question of whether the training program has managed to achieve its major objective, namely to qualify the candidates to teach successfully.

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Technology Instruction in Language Teacher Education Programs

Language Learning and Literacy ◽

10.4018/978-1-5225-9618-9.ch035 ◽

2020 ◽

pp. 679-700

Author(s):

Yining Zhang ◽

Matthew Deroo

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

World Language ◽

Education Programs ◽

Preparation Programs ◽

Language Teacher Education ◽

Language Teacher ◽

Technology Instruction

It is important to examine how prospective teachers were prepared with integrating technology in their teaching. This study explored the integration of technology instruction among ten top world language teacher preparation programs in the United States. Data collection included document analysis of syllabi and interviews with program directors and instructors. The findings revealed that technology instruction were provided to language pre-service teachers through general technology courses, methods courses, and a series of technology-related courses infused throughout the entire program. In addition, technology courses organized a variety of approaches to enrich students' experiences with technology. We also generated four main themes to reflect some key elements in current technology instruction for pre-service teachers. The study enriches our knowledge of the current situation for how different world language teacher education programs prepare their pre-service teachers.

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On Leadership: Let’s rethink the message we send to potential educators

Phi Delta Kappan ◽

10.1177/0031721720970705 ◽

2020 ◽

Vol 102 (3) ◽

pp. 60-61

Author(s):

Joshua P. Starr

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

School Districts ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

The World ◽

One Step ◽

Education Profession

Enrollment in teacher education programs has been in decline, and school districts are receiving fewer applications for open teaching positions. PDK CEO Josh Starr considers how to stem this decline by presenting teaching as just one part of a pathway into changing the world through education. Although many students enter teacher preparation programs because they envision themselves making a career in the classroom, others tend to be activists who are looking for a way to serve their community. Teacher preparation programs might be able to draw more of these activist students into the profession by treating the classroom as one step in a larger education profession.

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Hybridized teacher education programs in NYC: A missed opportunity?

Education Policy Analysis Archives ◽

10.14507/epaa.v23.2096 ◽

2015 ◽

Vol 23 ◽

pp. 89 ◽

Cited By ~ 1

Author(s):

Angus Shiva Mungal

Keyword(s):

New York ◽

Teacher Education ◽

Teacher Preparation ◽

Teacher Candidates ◽

Teach For America ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Teaching Fellows

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other.

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