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ERIC Number: ED368795
Record Type: RIE
Publication Date: 1994-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
The Relationship between Assessment and Support of Beginning Teachers: Where Do We Go from Here?
Colbert, Joel A.; And Others
As one of several efforts to address the low retention rates of beginning teachers in California schools, the Beginning Teacher Support and Assessment Project (BTSA) is providing support for new teachers along with a component that assesses their classroom competencies. The assessment component and planned evaluation studies are described. BTSA will use the Educational Testing Service's (ETS) Praxis III assessment program, which is designed to provide data on 19 criteria clustered into 4 domains of teacher competence. Trained assessors collect data from teacher questionnaires, classroom observation, and interviews. This data is sent to ETS for processing and summary. Beginning teachers in BTSA would be linked with a support provider who is an experienced teacher and who would give assistance but would not evaluate performance. Of the approximately 165 beginning teachers in the 5 participating urban school districts, 45 were selected as the experimental group. Data will be analyzed to examine professional growth variables and beginning teacher perceptions. The large amounts of data collected will yield information on professional growth that has important implications for teacher retention and educational improvement. (Contains 18 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Beginning Teacher Support and Assessment Proj CA; California; Support Systems
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).