Using the Instructional Quality Assessment to Assess Practice Among Preservice and First-Year Resident Teachers

• In Event: Poster Session 4
  In Poster Session: Research, Evaluation, Assessment, and Accountability in Schools: Featuring the Analytic Explorations of Graduate Student Scholars

Abstract

To evaluate teacher practice, teacher assignment checklists (TACs) were collected from two cohorts of participants in the Inspiring Minds through a Professional Alliance of Community (IMPACT) urban teacher residency program. Each submission, which included details of the lesson administered, student artifacts, and other supporting materials was evaluated by two raters using ten rubrics spanning three dimensions. Overall, participants at the elementary level tended to get higher ratings concerning equitable teaching, while those at the secondary level tended to be more successful in regards to academic rigor and clear expectations. In addition, submissions from individuals who were participating in the IQA for the second year generally received higher ratings than did those who were in their first semester of student teaching.

Author

• Deborah M. La Torre, University of California - Los Angeles