An Effective Educator in Every Classroom: Connecting Research and State Policy to Support Implementation of a Teacher Performance Assessment for Credential Candidates

Session Submission Type: Invited Session

Abstract

We know that improving teacher effectiveness is one of the most direct and promising strategies for improving public education outcomes in the United States. We also know that state licensure assessments have limited value in predicting a candidate’s effectiveness in the classroom and do not tell us enough about the pre-service experience to be useful for program renewal or accountability. Thus, if we are serious about improving public education outcomes in the U.S., we must act on what we know to ensure that every candidate who becomes teacher of record will be an effective educator. In this session, representatives from state credentialing agencies and teacher education programs will describe how a group of 21 states and more than 80 teacher education programs are moving into state legislation and policy, implementation of the Teacher Performance Assessment—the first nationally-available, valid and reliable performance assessment for teacher candidates.

Sub Unit

• Presidential Session

Chair

• Sharon P. Robinson, American Association of Colleges for Teachers of Education

Participants

• Raymond Lee Pecheone, Stanford University

• Charles A. Peck, University of Washington

• Karen Balmer, Minnesota Board of Teaching

• Mistilina D. Sato, University of Minnesota

• Linda L Tomlinson, Illinois State Board of Education

• Marcy Singer-Gabella, Vanderbilt University

• Arnetha F. Ball, Stanford University

• Peter McWalters, Rhode Island Commissioner of Elementary and Secondary Education

• Jennifer Wallace, Professional Educator Standards Board