Teacher Induction Model Assessed Utilizing Student Achievement and Stakeholder Perception Data

• In Event: Facilitating Professional Growth for Teacher Candidates in Professional Development Schools

Abstract

The Teacher-Intern-Professor (TIP) model for student achievement utilized Yin’s methodology to provide more in-depth research on the PDS instructional strategy that might describe the effectiveness of student achievement and teacher preparedness. Eight AAR quasi-experimental studies were combined using meta-analysis resulted in an overall effect size of 0.102. Two single-subject AAR projects produced effect sizes of 0.47 and 0.33. These effect sizes suggest that the interns taught as well as the certified teachers. Focus group and individual interviews documented perceptions of the stakeholders’ experiences, revealing three major themes: supports, yearlong preservice experience, and benefits from a summer AAR course and complemented the meta-analysis findings to describe more fully the effectiveness of the TIP model for student achievement at the classroom level.

Authors

• David Curlette, Gwinnett County Public Schools

• Robert Hendrick, Georgia State University

• Gwendolyn T. Benson, Georgia State University

• T. C. Oshima, Georgia State University