Teacher Candidate Performance Research Articles

Does Practice Make Perfect? The Curricular Give and Take of One Teacher Education Program’s Re-design

ABSTRACT As teacher preparation programs across the country evolve in response to criticism, declining enrollment, and increasing competition, research is needed to guide and inform their evolution. In response, faculty at one teacher preparation program embarked upon a two-year journey to transform a program to make it more conceptually coherent as well as convenient and affordable. Upon completion, the researchers employed a mixed methods design involving valid and reliable performance assessments, surveys, and interviews to investigate the impact of the re-design on teacher candidate performance and perceptions of their preparation. Results suggested that the changes led to some improvements in candidate performance, but that these improvements may have come at the expense of other knowledge and skills. Despite prioritizing a practice-based teacher education, results indicated that the re-designed program did not provide completers with adequate opportunity to practice skills across the entire program, and as a result, left completers of the re-designed program less confident in their degree of preparation than their peers who completed the original program. The study shares a number of lessons learned that other teacher preparation programs should consider before embarking upon programmatic re-design.

Preservice teacher performance assessment and novice teacher assessment literacy

ABSTRACT To address increasing national interest in teacher candidate performance assessments, this multiple case study examined three novice teachers’ assessment literacy practices from their completion of a teacher candidate performance assessment through their first year of teaching. Drawing on the literature on assessment literacy and novice teacher learning, we analyzed multiple data sources including a performance assessment completed at the end of teacher preparation, and interviews and observations over the first year of teaching. Findings suggest that novice teachers’ practice of assessment can be traced back to the performance assessment, particularly in the areas of designing assessments, analyzing assessment data, providing feedback to students, and using assessment information to inform instructional decisions. In some instances, change in assessment practice across time was attributable to specific teacher preparation components, professional support, and personal factors. This study contributes to the limited body of research that explores the relationship of performance assessments completed at the end of teacher preparation and classroom practice during the first year of teaching.

A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms

Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help TPPs provide targeted supports to candidates. The second approach, predictive validity analyses, estimates relationships between candidates’ performance-assessment scores and their performance as teachers-of-record. This can help TPPs identify programmatic elements significantly related to teacher outcomes. We illustrate this framework with Educative Teacher Performance Assessment (edTPA) data from a Partner University and contend that the impact of performance assessments can be amplified by these common strategies for analyzing performance-assessment data.

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language skills perform well. Using both quantitative data from Oral Proficiency Interviews, the Praxis Subject Assessment, and the edTPA scores for 21 native- and nonnative-speaking teacher candidates of French and Spanish, as well as qualitative data collected from teacher candidate interviews, the study investigated the types of content knowledge that are necessary to be an effective foreign language teacher. Results suggest four distinct types of content knowledge, each of which is critical to being an effective teacher, and on which teacher candidate performance may vary widely. The results have implications for the establishment of program completion, teacher licensure, and accreditation requirements.

Using Institutional Data to Predict Teacher Candidate Performance on a Certification Exam

Abstract This study employed a continuous quality framework with an emphasis on closing the assessment loop and guiding an intervention process for teacher certification candidates at a master's-level regional institution. Using student academic performance data, a logistic regression model was applied to predict success on a certification exam, the Foundations of Reading Test. Data analysis revealed that the odds of passing this exam were influenced by students' SAT total scores, grade point average, and grade in a required reading instruction course. The results of this model allow the institution to identify and proactively provide academic intervention to at-risk students.

Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

Locally-scored teacher candidate performance assessments offer teacher preparation programs (TPPs) formative performance data, common language and expectations, and information to guide program improvements. To best use these data, TPPs need to understand the validity and reliability of local scoring and assess whether scores predict candidates’ performance as teachers. Examining locally-scored performance assessments, we find that local scores are significantly higher than official scores. However, local scores identify three factors partially-aligned with the assessment’s construct blueprint and significantly predict teachers’ performance outcomes. These analyses provide a framework for research and highlight the utility of locally-scored performance assessments for evidence-based TPP improvement.

Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision. Specifically, the FL model supported teacher candidate learning, both in the field and in university coursework; and enhanced school-university collaboration. The authors provide an analysis into the FL model and recommendations for integrating full time faculty into school-based portions of teacher education.

Concurrent Validity of Standards-Based Assessments of Teacher Candidate Readiness for Licensure

This study examined the concurrent validity of assessments based on a prescribed set of preparation standards of teacher candidate competency. Participants were 94 candidates from a small, comprehensive liberal arts university in the northwest. Teacher candidate performance measures included a Summary Student Teaching Evaluation, an evaluation of a Teacher Work Sample (TWS), learning gain scores from P-12 students during a unit of instruction completed as part of the TWS, and State licensure content area tests. Measures of student teaching showed strong correlations internally and moderate correlations with the TWS evaluation. Measures of the TWS showed moderate correlations internally. Learning gain scores and content area test scores were weakly correlated with all other measures of candidate performance. The absence of moderate or strong correlations among different assessments suggests they are measuring different constructs supporting the use of a comprehensive set of standards-based assessments to determine candidates’ readiness for licensure.

Assessing Beyond Minimal Compliance

In response to current accountability, program evaluation, and accreditation pressures, educator preparation programs are implementing electronic assessment systems (EAS). The EAS provides a means of systematic, reliable, and valid procedures for the purpose of collecting and summarizing teacher candidate performance and program data. The purpose of this case study is to explore a system to review such data for the purposes of decision-making and program improvement. The study was conducted at a large, public university utilizing an EAS in their educator preparation unit. Course and program evaluation forms, unit assessment summaries, committee minutes, and participant experiences were examined to describe and analyze the development of a framework for the systematic review of data. The resulting framework is described in detail. The findings illustrate that assessment data review must be a continuous, cyclical process that provides for course-, program-, and unit-level analyses and programmatic change.

Examining the Internal Structure Evidence for the Performance Assessment for California Teachers

Interpretations for licensure tests involve a series of inferences or a validity argument, leading from the test score to decisions about who is accepted or denied entry into a profession. Utilizing an argument-based framework for validation based on the Standards for Educational and Psychological Testing, we explore the evidence for the ongoing use of the Performance Assessment for California Teachers (PACT) for Tier I licensure decisions. The evidence for a unidimensional and a multidimensional structure based on the instrument’s content are examined with an item response model. Examining operational data ( n = 1,711) from seven California teacher education institutions, we found sufficient internal structure validity evidence to support the continued, but limited, use of this instrument for its intended summative purpose. Evidence for a three-dimensional structure of model fit better explains overall teacher candidate performance on the PACT instrument as it is currently designed.

Mapping the Journey of Reform and Assessment for an Elementary Education Teacher Preparation Program

This article describes the non-linear journey of an elementary education teacher preparation program in a large southeastern university during an eight-year process of program improvement. In that time period, the program developed and implemented innovative programs; collected data from various sources; and adopted a robust, valid, and reliable performance assessment instrument in order to enact program improvement. The authors provide details and lessons learned that highlight the relationship of practices for improving teacher candidate programs and performance assessment data. They conclude by sharing suggestions for continual improvement by utilizing actionable data.

Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates’ instructional practices.

Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university. The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups. The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions. What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people. Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy. This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use revised Bloom’s Taxonomy in the teaching and learning process.

The Predictive Validity of Measures of Teacher Candidate Programs and Performance

Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates’ scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates’ grade point averages during their preparation program and number of math courses were positively associated with their students’ math score gains. These findings suggest a need for better instruments to measure prospective teachers’ progress toward proficiency.

Changing the Lens: How Novel Videography Methods Can Improve Teacher Evaluation

School principals and university supervisors have limited time available for observing classroom teachers or teacher credential candidates as these individuals practice their craft in K-12 schools. Consequently, data capture during classroom observations is often perfunctory and fails to yield the type of information that can lead to substantial improvement in teaching practices. Traditional methods of videotaping the instructional performance of teachers and credential candidates are limited because they rely on “fixed-position” cameras focused solely on the teacher. Video data collected using these methods fails to capture information about how students respond to various instructional methods—critical information that can help practicing and aspiring teachers improve their pedagogical skills. Consequently, an exploratory study was conducted to test the perceived usefulness of two novel videography methods—first-person and timelapse—for teacher and credential candidate evaluation purposes. Fifty administrators-intraining, 90 pre-service credential candidates, 20 K12 classroom teachers, and 20 K-12 students viewed video data captured in three formats—traditional, first-person, and time-lapse—and reported their perceptions of each method’s usefulness for improving teacher practice. Results indicate that traditional and time-lapse videography methods capture useful data about teacher and credential candidate performance, but first-person videography provides the most beneficial data for improving instructional practice. Recommendations based on the findings are presented and discussed.

A paradigm shift toward evidence-based clinical practice: Developing a performance assessment

The Clinical Practice Assessment System (CPAS), developed in response to teacher preparation program accreditation requirements, represents a paradigm shift of one university toward data-based decision-making in teacher education programs. The new assessment system is a scale aligned with INTASC Standards, which allows for observation and evaluation of teacher candidate performance over time to show growth from novice to high level proficiency. This article describes the creation of the CPAS and examines results from its implementation in early childhood, elementary, and secondary programs in both early and capstone clinical experiences. Three years of implementation experiences have informed decisions on supervisory practices, program offerings and requirements, alignment of course outcomes, and understanding of strengths and weaknesses of individual licensure programs.

Strengthening the Preparation of Early Childhood Teacher Candidates Through Performance-Based Assessments

Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements.

Fairness and Consequential Validity of Teacher Work Samples

Acknowledging the necessity to establish the fairness and consequential validity of teacher candidate performance assessments when they are used to make high-stakes decisions impacting entry into the profession, we investigated whether there were any adverse results from the use of the Renaissance Teacher Work Sample (TWS) assessment at two universities as a consequence of the age, gender, or race/ethnicity of teacher candidates. We also investigated education program and program entrance requirements, such as Praxis I scores, and measures of grade point average, as general predictors of TWS success. The findings indicated no disparate impact or adverse consequences based on the gender, age, or race/ethnicity of the teacher candidates. Selected variables did predict a moderate amount of the variance of the TWS total scores of both preinterns and student-teaching interns. The process used to determine the value implications of the results was also discussed.

An assessment system for teacher education program quality improvement

PurposeThe purpose of this study is to describe how one US Midwestern university implements quality principles, based on the value added premise in a teacher preparation program that yields accountability, teacher education standards attainment and ultimately improvement of teacher candidates and overall programs.Design/methodology/approachData pertinent to students were gathered in a systematic way as they declared a certification area. This data was used to identify students who needed tutorial support and class advisement to assure successful matriculation, program completion and success on identified critical assessments. The two assessments identified were teacher work sample (TWS) and the national physical education certification examination (Praxis II). Meaningful proactive advisement, data sharing and tutorial testing assistance program were the primary approaches used to improve teacher candidate competencies.FindingsSpecific course modifications and curricular redesign resulted in positive results on the TWS and Praxis II. The results have been improved teacher candidate performance on knowledge, skills and dispositions measures.Research limitations/implicationsAs result of sharing data, a cultural shift occurred within the program. Faculty became more accountable to teacher candidate competency attainment and teacher candidates became more attuned to becoming an effective prospective teacher.Practical implicationsBecause this particular teacher education programs implemented quality principles, utilized the value added approach to management and systematically used data that yielded positive results, it has become a model for other teacher education programs.Originality/valueThis study uses one program to provide examples of how management of accountability and standards attainment can lead to administrative, curricular, candidate and overall program improvement.