Using multiple measures of teaching quality to strengthen teacher preparation

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Abstract

We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a university’s teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement.

 

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How to Cite
Kawasaki, J., Quartz, K. H., & Martinez, J. F. (2020). Using multiple measures of teaching quality to strengthen teacher preparation. Education Policy Analysis Archives, 28, 128. https://doi.org/10.14507/epaa.28.5011
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Author Biographies

Jarod Kawasaki, California State University, Dominguez Hills

Jarod Kawasaki is an assistant professor of teacher education in the College of Education at California State University, Dominguez Hills. He is also the assessment coordinator responsible for managing the assessment and evaluation work for the five divisions within the college. His research interests are teacher learning, social justice in science education, program evaluation, and evaluation data use.

Karen Hunter Quartz, University of California, Los Angeles

Karen Hunter Quartz is Director of the UCLA Center for Community Schooling, Research Director of the UCLA Community Schools, and Adjunct Professor in the UCLA Graduate School of Education and Information Studies. Her research interests include community schooling, teacher quality, retention, and career development, and urban school reform.

Jose Felipe Martinez, University of California, Los Angeles

José Felipe Martínez is an associate professor of research methodology at the Graduate School of Education and Information Studies, University of California, Los Angeles. His research focuses on measurement issues in program, school, and teacher evaluation, and developing and using indicators of instruction and classroom climate.