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Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students (hc)

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students (hc)
Author: Jennifer E. Carinci
Publisher:
Total Pages: 276
Release: 2020
Genre: Education
ISBN: 9781641139588
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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.

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students
Author: Jennifer E. Carinci
Publisher: Contemporary Issues in Accreditation, Assessment
Total Pages: 0
Release: 2020
Genre: Education
ISBN: 9781641139571
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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.

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students
Author: Jennifer E. Carinci
Publisher: IAP
Total Pages: 277
Release: 2020-02-01
Genre: Education
ISBN: 1641139595
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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.

Rethinking Teacher Preparation Program Design

Rethinking Teacher Preparation Program Design
Author: Etta R. Hollins
Publisher: Routledge
Total Pages: 154
Release: 2021-05-30
Genre: Education
ISBN: 1000382710
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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.

Peering Around the Corner

Peering Around the Corner
Author: Ashley LiBetti Mitchel
Publisher:
Total Pages: 47
Release: 2016
Genre:
ISBN:
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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.

Assessing the Pre-Service Clinical Practice Experiences of Practicing Teachers

Assessing the Pre-Service Clinical Practice Experiences of Practicing Teachers
Author: Steve Meyer
Publisher:
Total Pages: 6
Release: 2016
Genre:
ISBN:
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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.].

An Initial Exploration of Colorado-trained Teachers

An Initial Exploration of Colorado-trained Teachers
Author:
Publisher:
Total Pages: 35
Release: 2012
Genre: Teachers
ISBN:
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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.

Resources in Education

Resources in Education
Author:
Publisher:
Total Pages: 368
Release: 1995-06
Genre: Education
ISBN:
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Evaluating Technology in Teacher Education

Evaluating Technology in Teacher Education
Author: Walt Heinecke
Publisher: IAP
Total Pages: 289
Release: 2010-06-01
Genre: Education
ISBN: 1617350850
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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.

Profiles of Preservice Teacher Education

Profiles of Preservice Teacher Education
Author: Kenneth R. Howey
Publisher: SUNY Press
Total Pages: 292
Release: 1989-02-21
Genre: Education
ISBN: 9780887069741
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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 nation’s 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.