Evaluating Teacher Preparation Using Graduates’ Observational Ratings

Ronfeldt, Matthew; Campbell, Shanyce L.

doi:10.3102/0162373716649690

Cited by 27 publications

(31 citation statements)

References 26 publications

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“…We believe that it is an aspect that needs much more investigation, perhaps through an analysis of the interactions between mentor teachers, lecturing staff and students, if we are to make evidence-based claims about the value of the practicum for effective instruction. In a recent study of teacher preparation using graduates' observational ratings, Ronfeldt and Campbell (2016) propose that observation of new teachers need to be added to the self-reporting methods used to explore (and measure) what student teachers are learning.…”

Section: Discussionmentioning

confidence: 99%

A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

Lavonen

Henning

Petersen

et al. 2018

European Journal of Teacher Education

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In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students' views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the wellestablished school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context, and add new dimensions to the original.

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Section: Discussionmentioning

confidence: 99%

A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

Lavonen

Henning

Petersen

et al. 2018

European Journal of Teacher Education

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“…The advent of the Every Student Succeeds Act (ESSA) provides an opportunity to allow every part of the education system to move beyond test-based accountability, in favor of "multiple measures" or multimetric accountability (Ronfeldt & Campbell, 2016). This reduces the risk of becoming too focused on VAM estimates, at the expense of the broader picture of productivity performance to evaluate teachers' and TPPs' contribution to student learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…A more recent empirical study by Ronfeldt and Campbell (2016) also sheds some light on the use of multiple measures to estimate TPP quality, claiming the potential generative system of "checks and balance" that may result in combining program graduates' observational ratings and their value-added scores to make reliable estimates of TPP effectiveness. Results from the initial teacher matching experiment (a randomized control trial, also in Tennessee) conducted by Papay, Taylor, Tyler, and Laski (2016) suggests that formative feedback related to dimensions of classroom observation rubrics can have substantial impact on teacher effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…This makes it difficult (impossible) to critique both the model and the analysis and repeat any of the complex statistical procedures that are not transparent and accessible to researchers (OREA, 2013). Such lack of access to student raw data has prevented researchers from examining the quality of the underlying student growth scores, as well as to utilize VAM scores through statistical modeling (Ronfeldt & Campbell, 2016). The absence of transparency over TVAAS' closely guarded equations has led critics to raise questions about fairness (Commercial Appeal, 2016).…”

Section: Use Of Vams In Policy Contextmentioning

confidence: 99%

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Evaluating the Tennessee Higher Education Commission's Report Card on the value-added estimates of teacher preparation programs

Gulosino

2018

EPAA

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Evaluations of teacher preparation programs (TPPs) based in part on the performance of program completers have emerged as an education reform strategy in several states and have become central features of the Race to the Top (RTTT) grant competition. The objective of this policy review is to examine how the state of Tennessee measured and reported the extent to which teacher preparation programs (TPPs) explain the variation of the test score gains for public school students taught by program graduates. This review breaks down the findings by institution and certification pathway, comparing statistically significant outcomes at the state level produced by teachers from each TPP. An analysis of Tennessee's report card reveals considerable variation in the value-added estimates of beginning teachers, depending on the institution where they were

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“…TEPs are accredited by state, and, in some cases, national accrediting bodies. The effectiveness of TEP graduates has been estimated for some states (e.g., Goldhaber et al, 2013;Koedel et al, 2015;Ronfeldt & Campbell, 2016;von Hippel et al, 2016). 4.…”

Section: Endnotesmentioning

confidence: 99%

Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings

Goldhaber

Koedel

2019

American Educational Research Journal

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In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public ratings of teacher education programs. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and how they evolved from 2013–2016. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ’s rating effort. In fact, treated programs had lower ratings than the control group in 2016.

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Evaluating Teacher Preparation Using Graduates’ Observational Ratings

Cited by 27 publications

References 26 publications

A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

Evaluating the Tennessee Higher Education Commission's Report Card on the value-added estimates of teacher preparation programs

Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings

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