16.033 - After the Fire Alarm: How Value-Added Analyses of Teacher Preparation Programs May Contribute to Program Improvement

Session Type: Symposium

Abstract

Federal and state policy in teacher education is increasingly focused on use of “value-added models” (VAM) to link p-12 student achievement test scores to specific teacher preparation programs. The goals commonly articulated for these policies include both accountability and program improvement—but the value of these types of data for program improvement is often contested by teacher educators. In this session we will present three case examples in which researchers, policy makers and practitioners have collaborated to improve the usefulness of VAM data for the purpose of program improvement. The cases are reviewed and interpreted by a panel of discussants, including a prominent VAM researcher, a state policy leader, and the dean of a research-intensive university.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teaching and Teacher Education Policy and Research

Chair

• Charles A. Peck, University of Washington

Papers

• Teacher Preparation Program Outcomes: Value Added and Beyond - Gary Henry, Vanderbilt University; Kevin Christopher Bastian, University of North Carolina

• Engaging With Teacher Preparation Programs to Use Value-Added Assessment Results - George Noell, Louisiana State University

• Developing Collaborative Capacity for Improving Teacher Education - Margaret L. Plecki, University of Washington

Discussants

• Bill McDiarmid, University of North Carolina - Chapel Hill

• Dan Goldhaber, American Institutes for Research

• Jeanne M. Burns, Louisiana Board of Regents