Evidence-Based Educator Preparation: Utilizing Candidate Research, Performance Assessments, and Completer Effectiveness to Inform Program Improvement

• In Event: Roundtable Session 24

Session Type: Roundtable Session

Abstract

Use of evidence for improvement of educator preparation programs is approached from three angles - spanning candidate performance in the program, at exit, and after graduation - in this roundtable session. First, a model for integrating research capstones in preparation programs is explored through candidate perceptions. Second, the predictive validity of a locally-evaluated teacher performance assessment (edTPA) to teacher value-added scores is investigated. Third, a mixed-methods case study employs observations, a unit enactment, employer evaluations, and surveys and interviews of completers and employers to investigate the impact of graduates on P-12 learners. Taken together, these papers demonstrate the value of moving educator preparation toward being evidence-based to improve outcomes for programs, candidates, and ultimately P-12 students.

Sub Unit

• SIG-Academic Audit Research in Teacher Education

Chair

• Jennifer Elizabeth Carinci, Council for the Accreditation of Educator Preparation

Papers

• Research Capstone Projects in Educator Preparation Programs - Jacqueline C. Waggoner, University of Portland; James B. Carroll, University of Portland; Hillary Merk, University of Portland; Bruce N. Weitzel, University of Portland

• Assessing Locally Evaluated Teacher Performance Assessments as a Guide for Evidence-Based Program Reform - Kevin Christopher Bastian, University of North Carolina; Yi Pan, University of North Carolina - Chapel Hill; Diana B. Lys, University of North Carolina - Chapel Hill

• The First Years: A Case Study of Educator Preparation Program Completer Effectiveness - Sherry Dismuke, Boise State University; Jennifer L. Snow, Boise State University; Meghan Eliason, Boise State University