Assessing and Evaluating Teacher Preparation Programs
Effective teaching has long been an issue of national concern, but in recent years, focus on the effectiveness of teacher preparation programs to produce high quality teachers has sharpened. These and other factors, such as longstanding achievement gaps and legislative calls for greater accountability, have resulted in the creation of new accreditation standards for teacher education programs. These standards, developed by the Commission for the Accreditation of Education Programs (CAEP), require teacher education programs to demonstrate that their graduates are capable of having strong positive effects on student learning. Recent work highlights the potential utility of three methods for assessing teacher education program effectiveness: (1) value-added assessments of student achievement, (2) standardized observation protocols, and (3) surveys of teacher performance. The American Psychological Association convened a task force to examine if and how teacher education programs can use these three methodologies to assess the effectiveness of their candidates. The report highlights the utility and limitations of each of these methodologies for evaluating teacher education programs, and provides a set of recommendations for their optimal use by teacher education programs as well as other stakeholders in teacher preparation, including states and professional associations. In this presentation, I will provide an overview of the report.
Frank C. Worrell’s areas of expertise include psychosocial development in talented and at-risk adolescents, cultural identities, scale development, and the translation of research findings into school-based practice. He is the current Editor of Review of Educational Research and a member of several editorial boards. A Fellow in five divisions of the American Psychological Association, Dr. Worrell is also a Fellow of the Association for Psychological Science, and an elected member in the Society for the Study of School Psychology. In 2013, Dr. Worrell was a recipient of the Distinguished Scholar Award from the National Association for Gifted Children.