Traditional Teacher Evaluation Models

Focal Points ◽

Preparation Programs ◽

Current Trends ◽

Evaluation Models ◽

Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

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

International Journal of Multiculturalism ◽

10.30546/2708-3136.2021.2.1.24 ◽

2021 ◽

pp. 24-36

Author(s):

Lisa VASQUEZ

Keyword(s):

Professional Development ◽

Teacher Preparation ◽

Teacher Candidates ◽

Field Experience ◽

Historical Context ◽

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.

Expanding EAL expertise: Taking a multilingual stance

TESOL in Context ◽

10.21153/tesol2019vol28no1art907 ◽

2019 ◽

Vol 28 (1) ◽

pp. 5-20

Author(s):

Ester J. De Jong

Keyword(s):

United States ◽

Teacher Preparation ◽

Preservice Teacher ◽

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

The United States ◽

Preparation Programs ◽

Mainstream Teachers ◽

Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Common Core Mathematics Standards and Implementing Digital Technologies - Advances in Educational Technologies and Instructional Design ◽

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

10.4018/978-1-4666-4086-3.ch024 ◽

2013 ◽

pp. 353-369

Author(s):

Nathan Borchelt ◽

Axelle Faughn ◽

Kathy Jaqua ◽

Kate Best

Keyword(s):

Teacher Preparation ◽

Common Core ◽

Common Core State Standards ◽

State Standards ◽

Core State ◽

Preparation Programs ◽

The Common ◽

Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

Strategic Leadership in PK-12 Settings - Advances in Educational Marketing, Administration, and Leadership ◽

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

10.4018/978-1-5225-9242-6.ch011 ◽

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 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.

Preparing Teachers in the Age of Equity and Inclusion

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch069 ◽

2017 ◽

pp. 1532-1554

Author(s):

Kelly M. Anderson

Keyword(s):

Public Schools ◽

Teacher Preparation ◽

Professional Organizations ◽

Quality Teachers ◽

Preparation Programs ◽

Inclusive Learning ◽

Controversial Topic ◽

Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Advances in Higher Education and Professional Development - Transforming Curriculum Through Teacher-Learner Partnerships ◽

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

10.4018/978-1-7998-6445-5.ch008 ◽

2021 ◽

pp. 127-158

Author(s):

Alpana Bhattacharya

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

The United States ◽

Project Based Learning ◽

Future Research ◽

School Students ◽

Preparation Programs ◽

Fieldwork Experience ◽

Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

Higher Education Studies ◽

10.5539/hes.v8n2p58 ◽

2018 ◽

Vol 8 (2) ◽

pp. 58 ◽

Cited By ~ 1

Author(s):

Carmen Sherry Brown

Keyword(s):

Teacher Preparation ◽

Performance Assessment ◽

Teacher Candidates ◽

Classroom Teacher ◽

Teacher Performance ◽

Preparation Programs ◽

Teacher Performance Assessment ◽

Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

Rural Special Education Quarterly ◽

10.1177/875687059701600403 ◽

1997 ◽

Vol 16 (4) ◽

pp. 10-15 ◽

Cited By ~ 3

Author(s):

Gloria Delany-Barmann ◽

Greg Prater ◽

Sam Minner

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Native American ◽

Teacher Preparation ◽

Lessons Learned ◽

Navajo Nation ◽

Preparation Programs ◽

Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.