Examining the Relationship between Two Assessments of Teacher Effectiveness

Kirchner, Jana; Evans, Charles S.; Norman, Antony D.

doi:10.1080/01626620.2010.10463544

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…In a review of research on prescreening instruments, Ebmeier and Ng (2005) reported available statistics (published primarily in dissertations), noting that “about 80% of the studies indicate that such commercial instruments have little or no predictive validity” (p. 202). In place of published validity evidence, researchers have turned to validating the interview instruments through examining candidates’ performance on measures of inservice teacher evaluation (Clemons, 2010; Kirchner, Evans, & Norman, 2010; Nelson, 2013; Novotny, 2009; Oestreich, 2016; Young & Delli, 2002), and have typically reported weak and nonsignificant correlations.…”

Section: Review Of Selected Literaturementioning

confidence: 99%

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Shaw

2019

Journal of Music Teacher Education

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The purpose of this study was to investigate human resources (HR) professionals’ perceptions of music teacher job candidate performance on prescreening interviews in five Midwestern school districts. Specifically, I explored how HR professionals viewed music teacher job candidate performance in relation to specific facets of the interviews as well as to other candidates. The primary data sources were interviews with HR professionals in charge of hiring new teachers. Participants perceived that prescreening interview instruments revealed differences between primary (grades K–6) and secondary (grades 7–12) licensure areas. Music teacher candidates’ responses appeared to mirror those of secondary candidates; they had difficulty exercising empathy and discussing individual student growth, and instead focused on policies and exhibited a program director mindset. Finally, participants exercised agency to personalize prescreening interview instruments depending on licensure type and applicant pool.

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Section: Review Of Selected Literaturementioning

confidence: 99%

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Shaw

2019

Journal of Music Teacher Education

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“…Initial teacher education programs incorporate the study of these teacher knowledges, namely, content knowledge; pedagogical knowledge; pedagogical content knowledge; curriculum knowledge; knowledge of learners and their characteristics (including child and adolescent psychology); knowledge of educational contexts (including school cultures and classroom processes); knowledge of educational ends, purposes, and values; combined with classroom observations and teaching experience. Furthermore, teachers are required to identify a range of different classroom management styles and meet the learning needs of students with a range of backgrounds, abilities, socioeconomic levels and disabilities (Kirchner, Evans, & Norman, 2010;Wang & Hartley, 2003). Recent reforms of teacher education have also encouraged teachers to cultivate student discussion, pose problems and incorporate inquiry, shifting the focus from a teacher-centred to a learner-centred approach (AC&LEQ, n.d.;Bell, 2010;Cornish, Bannister-Tyrrell, Charteris, Jenkins, & Jones, 2018;Lin, 2002) that also includes students in decisions about learning intentions and success criteria (AITSL, n.d.;NSW DEC, 2014).…”

Section: Aim Of Teacher Educationmentioning

confidence: 99%

An Evaluation of the use of an Online Demonstration School

Whannell¹,

Lamb²,

Cornish³

et al. 2019

AJTE

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In 2016, a change was made to the approach taken for delivery of the first practicum placement experience for initial teacher education students at [the university]. Rather than the traditional 20day in-school observation placement, an alternative 10-day online experience, called the Online Demonstration School (ODS), was developed. The ODS provided students with a fully online practicum experience involving viewing videos of a variety of classroom situations developed in conjunction with local schools. Subsequent reflection and collaboration with peers and academics allowed targeted aspects in the classroom situations to be examined in depth. This article summarises the literature supporting this change and presents a comparison of the effectiveness of these two alternative approaches based upon an analysis of mentor teacher grading of the second practicum placement completed. The analysis indicates that there are few significant differences in grading of the second inschool practicum placement by mentor teachers based upon whether students complete the in-school placement or the ODS. The benefits of the use and possible future development of the ODS are discussed.

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Admissions Criteria and Upper-Divisional Ratings as Predictors of Student Teaching Achievement in Music Education

Mantie¹,

Dorfman

2014

Bulletin of the Council for Research in Music Education

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The goal of this study was to explore relationships among entrance criteria, mid-degree assessment criteria, and student teaching success among music education students at a large midwestern university (N = 139). Data for this study consisted of admission information (background experiences, entrance interview rating sheets), upper-divisional ratings, and midterm student teaching evaluations. Data were collected from files of graduates admitted to the bachelor of music education program between the fall semesters of 2003 and 2009. Internal consistencies of the entrance interview scale (α = .79), the upper-divisional review scale (α = .74), and the midterm student teaching assessment (α = .95) were acceptable. Correlation and linear regression analyses revealed several potentially important predictors of student success at upper-divisional review (e.g., high school GPA, academic achievement, years of piano, high school performance experience, composite admissions ratings). However, no viable predictors of student teaching ratings were identified. The findings of this study perhaps suggest that the admissions and upper-divisional measures may more readily predict characteristics required for success in the rigorous musical and academic culture of this particular institution. Additional emphases on assessment criteria related directly to practical teaching skill or pedagogical content knowledge at the time of upper-divisional review may lead to more predictive relations to student teaching success.

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Examining the Relationship between Two Assessments of Teacher Effectiveness

Cited by 3 publications

References 14 publications

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

An Evaluation of the use of an Online Demonstration School

Admissions Criteria and Upper-Divisional Ratings as Predictors of Student Teaching Achievement in Music Education

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