Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates’ scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates’ grade point averages during their preparation program and number of math courses were positively associated with their students’ math score gains. These findings suggest a need for better instruments to measure prospective teachers’ progress toward proficiency.

h i g h l i g h t sLocally-scored performance assessments partially-aligned with construct framework. Locally-scored performance assessments systematically higher than official scores. Locally-scored performance assessments significantly predict teacher outcomes. Candidate performance assessments may inform evidence-based program improvement. a b s t r a c tLocally-scored teacher candidate performance assessments offer teacher preparation programs (TPPs) formative performance data, common language and expectations, and information to guide program improvements. To best use these data, TPPs need to understand the validity and reliability of local scoring and assess whether scores predict candidates' performance as teachers. Examining locally-scored performance assessments, we find that local scores are significantly higher than official scores. However, local scores identify three factors partially-aligned with the assessment's construct blueprint and significantly predict teachers' performance outcomes. These analyses provide a framework for research and highlight the utility of locally-scored performance assessments for evidence-based TPP improvement.

Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help TPPs provide targeted supports to candidates. The second approach, predictive validity analyses, estimates relationships between candidates’ performance-assessment scores and their performance as teachers-of-record. This can help TPPs identify programmatic elements significantly related to teacher outcomes. We illustrate this framework with Educative Teacher Performance Assessment (edTPA) data from a Partner University and contend that the impact of performance assessments can be amplified by these common strategies for analyzing performance-assessment data.

There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency‐based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored.

The purpose of this study was to investigate the perceptions Latino eighth grade students have of school and schooling factors as they transition to high school and the factors that may influence their selfperceived likelihood of graduating from high school. Middle schools are poised to help Latino students prepare themselves for a smoother adjustment to high school academic life and reinforce the enthusiasm with which they anticipate the transition. Adopting the additive model of acculturation as its theoretical framework-with the belief that acculturation is a more inclusive approach than classic assimilation for linguistic minority students-this study investigated what factors may best predict eighth graders' confidence regarding high school completion. Data were collected from 74 Latino eighth grade public school students in a state in the southeastern region of the United States. Findings from the study showed that eighth grade Latino students, particularly female students, are eager and excited to transition to high school, but they perceive challenges from the school social and cultural environment and a disconnect between their home and school lives. Multiple regression analysis indicated the strongest predictors of a student's self-perceived possibility of completing high school include (a) gender, (b) a home language other than English, (c) a sibling who had dropped out of school, and (d) after school employment. Ideas for supporting the aspirations of Latino students transitioning to high school are presented.

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To present a reflective case study of the change process in a teacher preparation program engaged in an edTPA implementation. This chapter will highlight how one institution is using teacher performance data and faculty dialogue to develop new directions for program improvement and transformative change. Additionally, this chapter will also present critical self-reflections from key stakeholders related to transformative change.

This chapter will share a model for teacher preparation programs to consider when attempting program improvement through the use of edTPA data. This model, regardless of the edTPA context, mandated or voluntary, provides a frame in which teacher education programs can begin using edTPA data for program improvement and can advance their data use towards transformative, institutional improvements. This additive model takes time, commitment, and vision in order to systematically create programmatic improvements. Performance assessment data provides the structure and information needed for units and programs to make these purposeful changes. The increasingly explicit culture of assessment in teacher education, in conjunction with the promise of valid and reliable performance assessments, invites teacher education programs to engage in third spaces with renewed focus.