An Evidence-Based Framework for Improving Teacher Education

• In Event: Assessing Diversity in Alternative Certification Programs

Abstract

In this paper, we propose a framework for collecting and analyzing evidence of teacher and student learning for the improvement of teacher education and development. The central task of this study was to develop a model for collecting evidence about teachers’ work and the connection to improved student learning outcomes. As an illustrative case, we examine the value-added scores for all 5th grade teachers in a single state system and ask the question: to what extent are teachers’ years of experience and the institutions from which they obtained their teacher training predictive on value-added measures? Student test scores provide one source of evidence in a model designed to inform the preparation and professional development of teachers.

Authors

• Ana M. Elfers, University of Washington

• Margaret L. Plecki, University of Washington

• Yugo Nakamura, University of Washington