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Session Type: Symposium
Teacher residency programs have emerged as a promising innovation that combines field-based and university based learning in new ways, including heightened accountability for teacher effectiveness. Much of the policy debate surrounding teacher effectiveness centers on one measure: value-added student achievement data. This symposium brings diverse perspectives together to focus on measuring the effectiveness of pre-service teachers in the context of three innovative urban teacher residency programs that serve high-poverty communities in metropolitan areas in the United States. This perspective is timely given the policy debate surrounding the value of university-based pre-service preparation, the new CAEP standards for the accreditation of teacher preparation programs, and the heightened scrutiny on the effects of these programs, particularly on the achievement of underserved students.
Boston Teacher Residency: Understanding Impact Using Multiple Measures - Edward Liu, BPE; Jesse Solomon, Boston Teacher Residency
University of California, Los Angeles, Urban Teacher Residency: Using Multiple Measures That Have Programmatic and Research Value - Karen Hunter Quartz, University of California - Los Angeles; Jarod N. Kawasaki, University of California - Los Angeles; Nichole Rivera, University of California - Los Angeles; Jia Wang, University of California - Los Angeles
Balancing the Understandings Gained Through Qualitative Assessments and the Need for Student Achievement Data - A.Dee Williams, California State University - Los Angeles
Combining Multiple Measures of Teacher Practice and Performance: Technical and Conceptual Considerations - Jose Felipe Martinez, University of California - Los Angeles; Jonathan Schweig, The RAND Corporation; Daniel M. Dockterman, University of California - Los Angeles