Evaluating the Preparation and Development of Educators
Session Number: PREK127
Track: PreK-12 Educational Evaluation
Session Type: TIG Multipaper
Session Chair: Anane Olatunji [President - Align Education, LLC]
Discussant: Anane Olatunji [President - Align Education, LLC]
Presenter 1: Shu-Huei Cheng [National Taiwan Normal University]
Presenter 2: Mary Aleta White [Research Professional - ASU/AZERA]
Presenter 3: Talia Stol, PhD Student [Doctoral Candidate - UCLA Graduate School of Education & Information Studies, Social Research Methodology Division]
Presenter 4: Katelyn Sedelmyer [Associate, Youth and Adult Education]
Presentation 2 Additional Author: Karen Elizabeth Gordon [Research Analyst - Arizona State University]
Presentation 2 Additional Author: Wendy Barnard [Director - Arizona State University]
Presentation 4 Additional Author: Michael Long [Principal - ICF International]
Time: Nov 08, 2017 (04:30 PM - 06:00 PM)
Room: PARK TWR STE 8210
Abstract 1 Title: Evaluation of a Professional Development Program for Curriculum Innovation in an Asian Context: Using Guskey's Framework
Presentation Abstract 1:
Enhancing students' learning outcomes is a re-emphasized issue in global education reform. Conforming to this trend in educational development, the Ministry of Education in Taiwan proposed a new curriculum to develop students' key competencies and ability to cope with the challenges and opportunities of the new century. Acknowledging the crucial role that teachers play, a professional development program in three cities or counties was funded to enhance teachers' ability to facilitate students' inquiry, collaboration, and higher-order thinking through the use of collaborative lesson planning, observation, and discussion and reflection. The purpose of this study was to evaluate the effects of the professional development program using Guskey's five-level framework. A mixed method including surveys, interviews, and document analysis was used. The study analyzed the participants' reactions, teachers' learning, organizational support and change, participants' behavior, and students’ learning outcomes. Finally, the implications of this study for evaluation and professional development are discussed.
Abstract 2 Title: “Using the same language throughout”: Evidence from an evaluation rubric in teacher preparation
Presentation Abstract 2:
This presentation will provide the results of a mixed methods evaluation examining a performance rubric used in pre-service teacher preparation. In response to federal policy and funding related to increasing teacher effectiveness, a major southwestern university redesigned its teacher preparation program, in part, by incorporating a teaching evaluation rubric at the pre-service level. Presenters will discuss the study findings highlighting what works and why as described by multiple project stakeholders (e.g., district leaders, coordinators, student teachers, and teacher mentors) and based on the observers’ intraclass correlation estimates. The session objective is to describe the extent to which a performance measurement contributed to the success of the overall project intervention using a researched, evidence-based model.
Abstract 3 Title: Learning from Logs: An Approach to Exploring Mentoring Relationships in an Urban Teacher Residency Program
Presentation Abstract 3:
This paper will highlight findings from an interaction log developed by the author to align with an urban teacher residency program’s model for reciprocal, equity-driven mentoring relationships. Logs prompted participants to record and reflect upon their daily interactions with their teaching partner by indicating topics discussed from a list of possibilities, providing elaboration on the content of conversations, and rating their feelings about the relationship in terms of collaboration, openness, and empowerment. As an evaluative tool, the log offers an indicator of the extent to which the training offered to preservice teachers and their mentors translated into substantive interactions around issues of equity in education. In addition to trends in log data, affordances and limitations of using the log in this context will be discussed.
Abstract 4 Title: Teachers in the House! Measuring the Impact of Teacher Residencies
Presentation Abstract 4:
In recent years, educators and policymakers have been interested in examining the ways teacher preparation programs impact new teachers. Research suggests the ways teachers are prepared for the classroom may play a role in how long teachers stay in the profession, or even how well students perform. When it comes to program evaluation, however, it can be challenging to determine how to precisely measure the impact of teacher preparation programs. In this session, the presenter will outline various ways evaluators can determine the influence of teacher residency programs—an alternative, intensive teacher preparation method. The presenter will then discuss the challenges each of these measures can entail, and provide tested strategies to address these constraints. Attendees will leave the session with a clear framework for measuring teacher residency impacts, and a sense of how to apply these methodological techniques to other types of evaluations.
Theme: My presentation doesn't specifically relate to the theme
Audience Level: All Audiences
Session Abstract (150 words):
Evaluating the Preparation and Development of Educators
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