Models and Measures of Beginning Teacher Quality

Abstract

Teacher quality is widely recognized as influencing student achievement and success in school. In this article, we consider various approaches to the assessment of teacher quality, including process—product observational measures, evaluation checklists, professional standards, large-scale surveys, and commercially available observation systems. We present examples of each from the special education literature, consider teacher education research genres for which each is appropriate, and evaluate each using a set of criteria that incorporates both practical and technical considerations. We advocate for multimethod approaches to teacher quality research and for more research relating what teachers know and do to what students learn, and we note that a stronger link between teachers and learners would allow for more rigorous evaluations of teacher preparation.

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

“…The mastery of pedagogy is of critical importance in the development of quality special education teachers (Blanton, Sindelar, & Correa, 2006), but the pedagogy learned in pre-service preparation will not take root in practice without ample opportunities to engage in a wide variety of course related field experiences and induction support during the first few years of teaching (Kozleski, Mainzer, & Deshler, 2000; National Council for the Accreditation of Teachers [NCATE], 2008). Field experiences and induction support play a vital role in the formation of quality teachers because both provide authentic opportunities to observe and practice what is known and being learned about the practice under the collaborative supervision and mentorship of teacher educators and experienced practitioners (e.g., Rosenberg, O'Shea, & O'Shea, 2006).…”

“…Aspiring special educators cannot be adequately prepared for service without extensive opportunities to observe and practice with experienced general and special education teachers in a variety of educational settings that embrace the prevailing philosophy of inclusion (Blanton et al, 2006;Conderman et al, 2005;Epanchin & Colucci, 2002;Jenkins et al, 2002;Klingner, Lefwich, van Garderen, & Hernandez, 2004;NCATE, 2008). Some teacher education programs develop professional development schools to meet students' field experience needs (Klingner et al, 2004), but this approach does not offer the variety of experiences needed to be adequately prepared for service (Epanchin & Colucci, 2002;Jenkins et al, 2002).…”

“…They must be "active and resourceful in seeking to understand how language, culture, and familial backgrounds interact with exceptional conditions to impact an individual's academic and social abilities, attitudes, values, interests, and career options" across all content areas, ages, and ability levels (NCATE, 2008, p. 73). This means that they must be as skillful at collaboration as they are at teaching (Blanton et al, 2006;Conderman et al, 2005). They must also claim active membership in not one but two PLCs, one with their school-based general education colleagues and another with their discipline-based special education colleagues (Leko & Brownell, 2009;McKenzi, 2009).…”

A phenomenographic inquiry on the concept of competence among Filipino teachers

“…Competencies and competency-based approaches dominated state guidelines for licensure and offerings in teacher preparation across the nation (Blanton et al, 2003). For instance, in Washington State, the Council of Chief of State School Officers (2011) offered a set of model core teaching standards which outlined what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in the USA.…”

Does Standards-Based Teacher Evaluation Improve Schools? An Investigation of Teacher Perceptions of Appraisal Systems

“…Still other articles generally advise or remind the administrator on how he or she can evaluate veterans (Howard, 2001) and interns (McGee and Imbeau, 2001). Books and articles present issues (Fischer, et al, 2003) related to evaluating mathematics educators (Lester, 2001 ), music educators (Maranzano, 2000), and special educators (Nougaret, et al, 2005;Blanton, 2007 A recent article by Reddehopp (2007) links the teacher appraisal process to the school improvement plan. As principals must devote considerable time to both evaluations and to accreditation processes, they should find ways to link them.…”