The Annotated Unit: A Description of a Systematic Approach to Documenting Candidate Effectiveness in Student Teaching

Autor/inn/en	Murray, Rosemary; Grande, Marya; DiCamillo, Lorrei; Henry, Julie; Henry, David
Titel	The Annotated Unit: A Description of a Systematic Approach to Documenting Candidate Effectiveness in Student Teaching
Quelle	In: Action in Teacher Education, 30 (2008) 3, S.74-87 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Student Teaching; Teacher Education; Teacher Education Programs; Program Effectiveness; Accreditation (Institutions); Elementary Secondary Education; Academic Achievement; Evaluation; Teacher Effectiveness; Formative Evaluation; Pilot Projects; College Faculty; Teacher Collaboration; Pretests Posttests; Questionnaires; Interrater Reliability + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehrerausbildung; Lehrerbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Schulleistung; Evaluierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pilot project; Modellversuch; Pilotprojekt; Fakultät; Lehrerkooperation; Fragebogen; Interrater-Reliabilität
Abstract	The standards of the National Council for Accreditation of Teacher Education require that teacher education programs document teacher candidates' effectiveness across different domains. Most challenging for our program is the directive to document the impact that candidates have on preK-12 student learning. To gather information on the effects that our candidates have on preK-12 student learning, we require each candidate to gather and analyze data collected during the creation, implementation, and evaluation of an annotated unit plan. This has opened up new avenues for the faculty, candidates, and professionals in the schools to use when talking about planning, leading, assessing, and reflecting on instruction and student learning. A project that was originally embraced as a way to gather numbers to report to our accrediting body has become a centerpiece of our teacher education programs. In sharing this experience, we are hopeful that other institutions will integrate these ideas into their programs and continue our collaborative efforts to prepare tomorrow's teachers. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10