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• W1574863886 abstract "There is widespread understanding of the need to evaluate teacher education programs. For example, the importance of conducting program evaluations has been addressed in past, as well as current, National Council for Accreditation of Teacher Education (NCATE) standards. There is a widespread expectation for teacher educators to provide evidence of effectiveness of regular, as well as innovative, programs. Additional impetus is present in the No Child Left Behind Act of 2001 with its mandate to school districts to place high quality teachers in every classroom. Policy makers, the media, fellow teacher educators, and teacher education candidates all assume that their programs are effective and that supporting documentation is readily available. Unfortunately, the history of teacher education program evaluation is spotty, evolutionary, and limited in scope. However, there exists a convergence of new expectations, policies, and methodologies for gathering, interpreting, and reporting evidence about program effectiveness and the quality of graduates. There are a number of reasons for the current condition of teacher education program evaluation efforts. One under-estimated but significant factor is that teacher educators engage in intensive work with little time and attention available to conduct multi-year program level evaluation studies. A second factor is the direct costs of conducting systematic studies. There tend to be very limited resources for training observers and raters, conducting follow-up interviews, systematically observing teaching, and organizing databases. A third set of factors are related to the evolving views of what constitutes good evaluation. Forty years ago, program evaluations relied heavily on written questionnaires. Thirty years ago, national accreditation standards emphasized follow-up studies of graduates. Currently, some argue that the only study that will count is one that involves random assignment of subjects and a control group that receives no educational treatment. One of the authors of this paper argues that there should be no control groups in education. The control group required in the extreme scientific paradigm would receive no treatment, for example students in the literacy control group would not be taught to read. Probably the most fundamental reason that program evaluations are limited is that there has not been a clear, consistent, and shared framework for organizing the many variables that comprise teacher education practice and relating these to evidence of effectiveness. Although we have been engaged in teacher education and program evaluation for a number of decades, only more recently have we and colleagues developed an organizing framework that others are finding useful. This framework was developed as part of the national Partnerships for Excellence in Teacher Education (PETE) Project, funded by the Ford and Carnegie Foundations, which is based at the American Association of Colleges of Teacher Education (AACTE). The framework and each of its components are described in this article. Expectations for Program Quality One of the key challenges in conducting Teacher Education Program (TEP) evaluations is determining the constructs and variables to be assessed. At different times and with each institution, developing agreement about the most critical elements has been arduous and the variables selected for study have been particular to each program. The prospective evaluator discovers that the meaning of quality in teacher education is a moving target. Different institutions advocate for different variables being most important and downplay the relative importance of others. Adding to the challenge, the shared paradigm for viewing teacher education and school quality has changed across time. The important indicators of quality in the 1970s were not the same as the quality indicators in the 1980s or the 1990s. Within each of these decades, different institutions advocated for certain variables, and the more universally shared perspectives about quality in teacher education kept changing. …" @default.
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• W1574863886 title "An Organizing Framework for Using Evidence-Based Assessments to Improve Teaching and Learning in Teacher Education Programs (1)" @default.
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