Search results for: Accountability
Page 2/8 76 items
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Updated: Oct. 05, 2016
This article outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.
Updated: Jan. 27, 2016
This article aims to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.
Updated: Jan. 25, 2016
Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value- Added Measures
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Updated: Dec. 16, 2015
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Updated: Dec. 06, 2015
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Updated: Nov. 22, 2015
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Updated: Sep. 01, 2015
Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems
This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
Updated: Jul. 08, 2015
The purpose of this study was to examine a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. The findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.
Updated: Jul. 07, 2015
Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
In this article, the authors argue that the national conversation around teacher education accountability in the United States derives from a specific policy paradigm about the utility of teacher preparation. Specifically, they discuss the procedures these states are using to connect P–12 teacher performance with teacher preparation programs. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education.
Updated: May. 27, 2015