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Evaluation of Teacher Preparation Programs:
Purposes, Methods, and Policy Options
Robert E. Floden, Michigan State University & Jeanne Burns, Louisiana Board of Regents
CCSSO WebinarDecember 10, 2013
National Academy of Education report
• Feuer, M. J., Floden, R. E., Chudowsky, N., & Ahn, J. (2013). Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options. Washington, DC: National Academy of Education.
• Supported by NSF Award No. 1153848• Full report: http://bit.ly/193kNof
Purpose of Report
• Foster thoughtful discussion of approaches to evaluation of teacher preparation programs (TPP)
• Describe dimensions of variability in current systems of TPP evaluation:– Purposes– Systems– Sources of evidence
• Describe examples from other fields and nations• Offer guidance for TPP evaluation system design and
revision
Focus on Preparation Programs
• Evaluation of Programs, not Individual Teachers
• Most programs are part of higher education system
• Approximately 1,400 higher education institutions prepare teachers in the US
• Some teacher preparation done by other organizations, such as Teach For America
Purposes for Evaluating Teacher Preparation Programs
• Hold programs accountable • Provide consumer information to– prospective TPP students – their potential future employers
• Support program self-improvement
Systems for TPP Evaluation
• Federal (Title II) reporting requirements• National non-governmental (e.g., CAEP)• State program approval• Media and independent organizations (e.g.,
US News & NCTQ)• Teacher preparation programs – individually
and in networks
Principles Guiding our Analysis• Importance of validity (i.e., defensible conclusions
and desired consequences)• Program evaluation is not sufficient for improvement• Multiple players with varying purposes and interests• Weigh limits and benefits of system• Consider differential effects on diverse populations• Systems should be adaptable• Systems should be transparent and held accountable
Examples of Types of Evidence
• “Input” measures– Selectivity– Faculty qualifications– Quality and substance of instruction– Student teaching experience
• “Output” measures– Teacher tests and performance assessments– Hiring and retention– Surveys of employers– Impact on student learning
Typical Input MeasureStrengths and Weaknesses
• Strengths– Some evidence relatively easy to gather– Face validity – e.g., faculty should be experts,
teachers should study learning theories• Weaknesses– Little empirical evidence of connection to teacher
quality– Difficult to gather evidence on quality of instruction– May produce superficial compliance
Typical Output Measure Strengths and Weaknesses
• Strengths– Focuses directly on desired outcomes– Familiar to key constituencies – funders, citizens,
employers• Weaknesses– Many important outcomes difficult to measure– May ignore variation in institutional mission– Challenging to account for differences in incoming
students
Strengths and Weaknesses: An output example
• Average Value Added of TPP graduates:– Strengths• Connection to outcome valued by policy makers and
employers• May be used in system by which graduates are evaluated
– Weaknesses• Confounded with school placements• Little information about change in TTP students due to
program• Grain size too coarse for program improvement
Questions to Ask When Designing or Revising TPP Evaluation Systems
• 1: What is the primary purpose of the TPP evaluation system?
• 2: Which aspects of teacher preparation matter most?• 3: What sources of evidence will provide the most
accurate and useful information about those aspects?• 4: How will the measures be analyzed and combined?• 5: What are the intended and potentially unintended
consequences of the evaluation system?• 6: How will transparency be achieved? • 7: How will the evaluation system be monitored?
Teacher Preparation Transformation GuideElements Descriptions
Teacher Preparation Concerns/Needs:
Primary Purpose of Teacher Preparation Transformation:
Primary Stakeholders to be Engaged in the Teacher Preparation Transformation:
Aspects of Teacher Preparation Programs that Matter the Most:
Characteristics of “Learner Ready” New Teachers:
Initiatives that Support the Teacher Preparation Transformation:
.
Types of Evidence for Outcomes:
Web Site Links:
Reports to Guide Teacher Preparation Transformation Discussions:
Tool to Guide NTEP & NAE Report Discussions
Screens/Assessments/Evidence for Teacher Preparation Programs
Teacher Preparation Stages
Types of Screens/Assessments/EvidenceCurrent University Requirements
Current State Law/Policy/Procedures
Recommendations of Other Stakeholders
Admission to Universities
Entry Into Teacher Preparation Programs (e.g., Professional Coursework)
Teacher Preparation Progress & Entry into Student Teaching
Completion of Teacher Preparation Program
Teacher Licensure
Post-Graduate Assessment of Teacher Preparation Completers
Evaluation of Teacher Preparation Programs by State and National Agencies
Tool to Guide NTEP & NAE Report Discussions
http://www.naeducation.org/xpedio/groups/naedsite/documents/webpage/naed_085581.pdf