NEPC Review: The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach for America (Annenberg Institute for School Reform at Brown University, November 2022)

A study looked at Teach for America (TFA) teacher turnover and contributions to fourth through eighth grade student achievement in New York City public schools between 2012 and 2019. The study finds that, after six years of teaching, TFA teachers continue to improve their contributions to students&rsquo; standardized test scores at higher rates than their non-TFA colleagues. The report&rsquo;s broader conclusions overreach, however. Specifically, it concludes that &ldquo;the performance of the TFA workforce is strong enough to offset turnover,&rdquo; and that the &ldquo;TFA performance advantage is large enough to offset turnover costs.&rdquo; Unfortunately, the report fails to define the &ldquo;costs&rdquo; of turnover or to account for the broader effects of the instability of the labor market on schools and districts&mdash;including negative effects on school climate, financial costs to districts, and the disproportionate placement of inexperienced TFA teachers in under-resourced schools.</p

Examining the relationships among undergraduate teacher candidates' experiences, perceptions, and beliefs about teaching for social justice

Thesis advisor: Larry H. LudlowTeacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-oriented teacher preparation programs. This dissertation operates within both of these contexts. Specifically, this dissertation examines one of the many outcomes of teacher education for social justice: teacher candidates' changing beliefs about teaching for social justice and the factors that may or may not be related to their change. Using primarily Rasch rating scale and multiple regression analyses, this dissertation examines longitudinal survey data from two cohorts of undergraduate teacher candidates (N=134) who completed the same social justice-oriented teacher education program. By investigating two cohorts of teacher candidates at the time of entry into the teacher education program and again when they graduated four years later, this study investigated individuals in the aggregate, variability within and across cohorts, and change across time. In addition, this research sought to untangle and identify whether reported experiences and perceptions before and during formal teacher education are related to beliefs about and commitment to teaching for social justice. Findings suggest that from the time of entry to graduation, candidates' beliefs about teaching for social justice were significantly more aligned with the concepts and principles endorsed by the teacher preparation program. Additionally, at particular points in time and across time, there were identifiable perceptions and experiences related to their beliefs about teaching for social justice. In particular, the location of the student teaching experience and candidates' perceptions of their teacher education faculty were significant predictors of their beliefs about teaching for social justice.Thesis (PhD) — Boston College, 2011.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement, and Evaluation

Integração das avaliações de desempenho em um PK-20 contínuo: Uma colaboração desenvolvida localmente

A response to Stosich et al.’s (2018) article reviewing ways in which states have taken up performance assessments, this commentary seeks to extend the focus and use of performance assessments to preservice teacher education. As such, the authors describe statewide initiatives in New Hampshire that are working to integrate performance assessments along a PK – 20 continuum by articulating how Stosich et al.’s key points of educator capacity, context, and assessments for and of learning are developing in one state. This commentary highlights key contextual factors for the lasting implementation of the performance assessments as well as raises critical new challenges and opportunities for understanding this tool as an assessment for and of learning.Como una respuesta al artículo de Stosich et al. (2018) sobre las evaluaciones del desempeño del estado, este comentario amplía el enfoque y el uso de las evaluaciones del desempeño a la formación docente pre-servicio. Los autores describen iniciativas estatales en New Hampshire que están trabajando para integrar evaluaciones de desempeño a lo largo de un continuo PK-20 y articulan cómo se desarrollan los puntos clave de Stosich de capacidad educativa, contexto y evaluaciones para y de aprendizaje en un estado. Este comentario destaca los factores contextuales clave para la implementación duradera de las evaluaciones de desempeño, así como plantea nuevos desafíos y oportunidades para entender esta herramienta como una evaluación para el aprendizaje. Como resposta ao artigo Stosich et al. (2018) em avaliações de desempenho do estado, este comentário se estende a abordagem eo uso de avaliações de desempenho de pré-formação contínua de professores. Os autores descrevem iniciativas estaduais em New Hampshire que estão trabalhando para integrar as avaliações de desempenho ao longo de um PK-20 contínua e articular pontos como principais Stosich de educacional capacidade, contexto e avaliações para a aprendizagem e desenvolver um estado. Este comentário destaca a chave para a implementação de avaliações de desempenho fatores contextuais, bem como novos desafios e oportunidades duradouras para entender isso como uma ferramenta de avaliação para a aprendizagem

Developing A System of Program Assessment Within Teacher Education: Lessons Learned

Our intention in this article is to present one institution’s efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education

Developing A System of Program Assessment Within Teacher Education: Lessons Learned

Our intention in this article is to present one institution’s efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education

Support and assist: approaches to mentoring in a yearlong teacher residency

© 2016, © Emerald Group Publishing Limited. Purpose â The purpose of this paper is to examine mentor teachersâ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach â This multiple-methods study examined 15 mentor teachersâ approaches over the course of a year in an urban TRP through the lens of Wang and Odellâs (2002) framework for mentoring. Data sources included mentorsâ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings â Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residentsâ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentorsâ discussions of reflection and collaboration. Research limitations/implications â This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value â Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentorsâ approaches to mentoring is necessary in order to provide this support.Link_to_subscribed_fulltex