Danielson Meets Danielson: From Preservice to In-Service

• In Event: Roundtable Session 12
  In Roundtable Session: Identifying Common Language for the Evaluation of Field-Based Preservice Teaching Practice

Abstract

In light of questions regarding whether teacher education programs produce graduates ready for induction to the field and growing emphasis on teacher evaluations as both tools of accountability and potential catalysts for teacher and school improvement, this paper presents findings from an exploratory study examining the relationship between Danielson-based ratings of pre-service student teaching and Danielson-based principal evaluations conducted during the first year of in-service teaching. It targets a sample of teacher education program graduates (N=58), with further analysis focusing on graduates employed in schools serving under-resourced communities. Speaking to the limited literature linking pre- and in-service teacher evaluation, a positive relationship was found and we analyze the commentary of in-service teachers about this correlation in their own experiences.

Authors

• Kimberly Woo, Teachers College, Columbia University

• Francesco G. Pignatosi, New York University