Facilitating Professional Growth for Teacher Candidates in Professional Development Schools

Session Type: Roundtable Session

Abstract

The three studies in this roundtable all relate to research on working with teacher candidates in various ways and all the studies involve, to some extent, the triad of teacher candidate or preservice teacher, university professor or college supervisor, and mentor teacher. In one study, the overall finding was that the student achievement of classes taught by teacher candidates at least equaled the student achievement of classes taught by experienced classroom teachers. In another study, the Quality Talk approach was adapted for an elementary-grades Professional Development School. The third study found each student teacher’s self-rating on a scale of eight typologies related to interpersonal behavior in teaching typically differed from the ratings of the other members of the triad.

Sub Unit

• SIG-Professional Development School Research

Chair

• Linda A. Catelli, City University of New York - CUNY

Papers

• Teacher Induction Model Assessed Utilizing Student Achievement and Stakeholder Perception Data - David Curlette, Gwinnett County Public Schools; Robert Hendrick, Georgia State University; Gwendolyn T. Benson, Georgia State University; T. C. Oshima, Georgia State University

• Quality Talk in a Professional Development School: Preparing Teacher Educators to Support Preservice Teachers' Facilitation of Argumentation - Rachel Wolkenhauer, The Pennsylvania State University; Amy Voss Farris, The Pennsylvania State University; Gwendolyn Lloyd, The Pennsylvania State University; P. Karen Murphy, The Pennsylvania State University

• Evaluation of Student Teachers' Interpersonal Profiles by the Triad in the Professional Development School - Aviva Klieger, Beit Berl College; Ilana Dror, Beit Berl Academic College