Linda Blanton Professor, Florida International University

Transcription

1 Linda Blanton Professor, Florida International University 1

2 Overview the current focus on teacher education accountability by considering history, what counts in the evaluation of teacher education programs, the types of evidence, and trends and practices. 2

3 Quality and Education Federal Role in Education ESEA/NCLB 1994/2001 HEA 1992/1998/2007 ARRA (RTT)

4 Deregulation and Regulation Contradictions: Multiple Pathways to Teaching (deregulation) Controls on Traditional Education (regulation) Focus on Education Accountability and Evidence show me the money Expanding Data Bases 41 states with capacity States (4) using value-added scores Webinar - Louisiana 4

5 Standards and Projects: NCATE: 3 of 6 standards refer to student learning; clinical practice focus InTASC: Revised standards; focus on CCSS Carnegie TNE: focus on K-12 student learning MET Studies The Tension: External and Internal Interests 5

6 Dominant focus on teacher education s accountability - impact on K-12 student learning Multiple measures FL DOE: considering placement rates, retention, value-added models, teacher shortage areas, among others Dominant focus on multiple measures Program Improvement Broad concerns about teacher performances (e.g., dispositions) Considerations about research to practice External Internal 6

7 Accreditation Outcomes Graduates Graduates Job Placement Job Retention Satisfaction Surveys (Graduates, Employers, Students) Performance Assessments/Observations Outcomes K-12 Students of Graduates Work Samples EdTPA Observation Protocols Case Study Value-added Models Question: Why is state certification not listed? 7

8 Outcomes: Graduates K-12 Students Entrance/ Inputs Practices Learning 8

9 Looking to: Recruit quality students Address shortage areas/needs Ensure a coherent curriculum By: Admission requirements Articulated outcomes Strong partnerships with districts/schools Outcomes Graduates K-12 Students Practices Entrance/ Inputs Learning 9

10 Looking to assess: Knowledge of Content/Learners; Pedagogical Content Knowledge Classroom Management Dispositions By: Tests Input from school partners Rubrics Content analyses Performance Assessments/ Observations Outcomes Graduates K-12 Students Practices Entrance/ Inputs Learning 10

11 Looking to assess: Pedagogical Content Knowledge Classroom Management Performance of All Learners Dispositions By: Input from School Partners Observation Protocols Case Study Performance Assessments Outcomes Graduates K-12 Students Practices Entrance/ Inputs Learning 11

12 Looking to Assess Outcomes - Graduates Graduates Job Placement Job Retention Satisfaction Surveys (Graduates, Employers, Students) Performance Assessments/Observations Looking to Assess Outcomes - K-12 Students Work Samples edtpa Observation Protocols Case Study Value-added Models Outcomes Graduates K-12 Students Practices Entrance/ Inputs Learning 12

13 Research Limited research on some outcome measures (e.g., job retention) Most research focused on general education Value-added research dominating Some studies have examined components of teacher education (e.g., Feng & Sass, 2010; Sass, 2011; Wenglinsky, 2002) Much interest in edtpa MET studies 13

14 The Complexities School inputs Student backgrounds LEA/State policies Performances chosen/valued Validity and reliability of measures 14

15 Multiple Measures Different Performances Positive Correlations (see Harris paper) Research (e.g., EBDs in classroom practice) 15

16 NCATE Library /ProgramReviewResources/SPAAssessmentLibr ary/tabid/460/default.aspx Wise, A. E., Ehrenberg, P, & Leibbrand, J. (Eds.) (2008). It s all about student learning: Assessing teacher candidates ability to impact P-12 students. Washington, D.C.: NCATE. AACTE website for edtpa 16

17 Blanton, L.P., McLeskey, J., & Hernandez, K. (in press). Examining indicators of teacher education program quality: Intersections between general and special education. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris-Kraft (Eds.), Handbook of research on special education teacher preparation. Routledge, Taylor, & Francis. Harris, D. N. (2012). How do value-added indicators compare to other measures of teacher effectiveness? CALDER Center at AIR MET site 17