Re-Visioning Teacher Education Program Evaluation and Teacher Induction: A Mutually Beneficial Inquiry of Teacher Effectiveness

• In Event: Roundtable Session 11
  In Roundtable Session: Evaluation of Teacher Professional Development

Abstract

This mixed-methods case study examines the influences of one northwestern university’s Elementary Education program on completers’ teaching effectiveness in their first years of teaching. Recent graduates engaged with teacher educators in a mutually beneficial co-investigation of their teaching effectiveness. Data sources included a work sample titled Studying Practice and Student Learning (SPSL), three focus group interviews, and student perception surveys. Participants included thirteen elementary education program graduates teaching in grades K-6, in five different school districts. Multiple measures highlight the capacity for new program completers to impact student learning in positive ways and highlighted areas for teacher education program improvement.

Authors

• Sherry Dismuke, Boise State University

• Jennifer L. Snow, Boise State University

• Meghan Eliason, Boise State University

• Carolyn Loffer, Boise State University