Exploring Novice Teachers’ Core Competencies

Seıdel, Kent; Whitcomb, Jennifer A.

doi:10.1108/s1479-367920140000027010

Cited by 5 publications

(8 citation statements)

References 21 publications

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“…Two validation measures were administered at the end of the program using one statewide measure and a local measure created specifically for the teacher preparation program. The instruments were the Core Competencies of Novice Teachers Survey (Seidel et al, 2011) and the Teacher Education Program Satisfaction Survey (2015).…”

Section: Methodsmentioning

confidence: 99%

“…The Core Competency Survey (CCS) (Seidel et al, 2011) was administered to teacher program graduates as a self-report of teaching competencies. The instrument contains 46 statements related to eight core competencies related to effective teaching: (1) demonstrating mastery of and pedagogical expertise in content taught; (2) managing the classroom environment to facilitate learning for students; (3) developing a safe, respectful environment for a diverse population of students; (4) planning and providing effective instruction; (5) designing and adapting assessments, curriculum and instruction; (6) engaging students in higher order thinking and expectations; (7) supporting academic language development and English language acquisition; and (8) reflection and professional growth.…”

Section: Methodsmentioning

confidence: 99%

“…The response scale asks participants to report how well prepared they are by their teacher education program on a 1–4 response scale with 1 = not well prepared and 4 = very well prepared. Exploratory factor analysis of the development sample yielded a dominant first factor with Cronbach’s alpha for the total score exceeding 0.85 (Seidel et al, 2011). The total score was used in this study.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Assessing the Reliability of the Framework for Equitable and Effective Teaching With the Many-Facet Rasch Model

et al. 2019

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This manuscript reports results of an empirical assessment of a newly developed measure designed to assess apprentice teaching proficiency. In this study, Many Facets Rasch model software was used to evaluate the psychometric quality of the Framework for Equitable and Effective Teaching (FEET), a rater-mediated assessment. The analysis focused on examining variability in (1) supervisor severity in ratings, (2) level of item difficulty, (3) time of assessment, and (4) teacher apprentice proficiency. Added validity evidence showed moderate correlation with self-reports of apprentice teaching. The findings showed support for the FEET as yielding reliable ratings with a need for added rater training.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Assessing the Reliability of the Framework for Equitable and Effective Teaching With the Many-Facet Rasch Model

et al. 2019

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“…The results were used to revise the FEET. In addition, the research team correlated candidate FEET scores with scores from a validation measure, the Core Competencies of Novice Teachers Survey (Seidel, Green, & Briggs, 2011), to estimate convergent validity for the FEET.…”

Section: Methodsmentioning

confidence: 99%

Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins

Salazar

2018

Journal of Teacher Education

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This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities.

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“…The complexity of the concept of dispositions in the arena of teacher education is partially caused by the lack of a set of common stable descriptors. This lack of a common set is not strange given that there are multiple ideological perspectives, conflicting political views on teacher preparation, and possible misalignment between stakeholders (e.g., university versus schools) (Seidel and Whitcomb, 2015). Beyer (2002) also maintains that unlike the "technical-rational" approach normally followed in the teaching of knowledge and skills, the teaching of dispositions in teacher preparation programs is not straightforward as it is affected by "social, philosophical and political understandings".…”

Section: Literature Reviewmentioning

confidence: 99%

Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals

Seyabi¹

2020

HES

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Equipping teacher candidates with values and dispositions has become an important part of the conversation about effective teaching and teacher preparation programs are increasingly expected to integrate dispositions in their agenda. The purpose of the present study is two-folded. It aims at investigating the kind of dispositions of novice Omani teachers as perceived by school principals and assistant principals. It also aims to identify the type of factors that affect the shaping of novice teachers’ dispositions/values. Interviews were conducted with ten school principals and five assistant principals from various public schools in two different directorates of education in Oman. Data of the interviews were analyzed qualitatively by identifying the most emerging themes in terms of the most and least developed dispositions as well as factors shaping them. Findings revealed that dispositions related to ambition and flexibility were highly observed among novice teachers while dispositions related to sense of belonging and commitment and responsibility were less observed. The study also showed that there was a range of factors shaping the development of novice teachers dispositions ranging from broader macro factors such as how the society views a teacher and the appointment situation in Oman to more micro institutional factors such as the huge demands of the job and the type and level of support that schools provide to novice teachers. The paper makes recommendations relevant to both teacher preparation programs and the Ministry of Education.

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Exploring Novice Teachers’ Core Competencies

Cited by 5 publications

References 21 publications

Assessing the Reliability of the Framework for Equitable and Effective Teaching With the Many-Facet Rasch Model

Assessing the Reliability of the Framework for Equitable and Effective Teaching With the Many-Facet Rasch Model

Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins

Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals

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