Landscape of Teacher Preparation Program Evaluation Policies and Progress. Evaluating and Improving Teacher Preparation Programs

Autor/inn/en	Hood, Stafford L.; Dilworth, Mary E.; Lindsay, Constance A.
Institution	National Academy of Education (NAEd)
Titel	Landscape of Teacher Preparation Program Evaluation Policies and Progress. Evaluating and Improving Teacher Preparation Programs
Quelle	(2022), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education Programs; Program Evaluation; Educational Quality; Accountability; Teacher Effectiveness; Educational Policy; Standard Setting; Evaluation Criteria; Equal Education; Social Justice; Access to Education; Predictive Measurement; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Quality of education; Bildungsqualität; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Standardisierung; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	The dialogue on what constitutes quality teacher preparation and how it should be assessed and evaluated is muddled. It begins neatly with a universal agreement and aspiration for quality teaching and enhanced PK-12 student achievement, then quickly scatters when there are attempts to define and weigh key components of academic excellence. Recognizing that accountability is key, particularly to the nation's citizens, what emerges is a host of public summative measures intended to satisfy everyone with basic information and data points that have too often failed to substantively move the needle toward improved practice and outcomes. Moreover, the evaluation of teacher preparation programs (TPPs) does not occur in a vacuum isolated from the broader accountability movement in education, particularly the intensity of its focus to hold teachers, schools, and districts accountable. This review reveals a multitude of issues that stifle useful evaluations, but the authors choose to focus on four key areas primed to leverage equitable TPP evaluation for future program improvement. First, the paper discusses the national and state policy authorities that establish large-scale TPP goals and incentives with the power to drive TPP designs and agenda. Second, the paper turns to prominent professional standards-setting organizations and other groups and individuals that are participants in the TPP evaluation sector with considerable influence on framing, creating metrics, and prioritizing what is deemed as fruitful areas for inquiry. Third, the paper discusses the impact of rapidly emerging models that require TPP evaluation criteria tailored for various approaches and standards to be useful to TPPs in their day-to-day work. Last, the paper discusses the critical need to re-examine all areas of TPP evaluation so that they capture and employ effective strategies addressing equity and social justice. The paper includes recommendations for improved alignment and consistency, timeliness and access, and equity, which may influence TPP evaluation in the future, as well as promising strategies for consideration. (ERIC).
Anmerkungen	National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01