ERIC Number: ED217012
Record Type: Non-Journal
Publication Date: 1982-Mar
Reference Count: N/A
Reflections Upon a Teacher Education Program--Diagnosing Where We've Been, Where We Are, and Where We're Going.
Reisman, Fredricka K.; Powell, Jack V.
Several projects at the University of Georgia's College of Education provide information for program planning and design. The Diagnostic Teaching Cycle (DTC), which is being used to evaluate the undergraduate program of the Division of Elementary Education, has five components: identify, hypothesize, formulate goals and objectives, instruct and remediate, and provide formative and summative evaluation. Use of DTC determined program strengths and weaknesses for students, division faculty, department faculty, resources, and public school cooperation. In addition to the DTC evaluation, the university has a contract with the Georgia State Department of Education to develop performance-based teacher assessment instruments for beginning teachers. These instruments, called Teacher Performance Assessment Instruments, measure: (1) teaching plans and materials; (2) classroom procedures; (3) interpersonal skills; (4) professional standards; and (5) student perceptions. The first three tests are required for certification renewal, and all are administered at 17 regional assessment centers. A computer-based application of the Teacher Performance Assessment Instruments is being planned to provide preservice teachers with diagnostic profiles of strengths and weaknesses in academic content, pedagogy, and curriculum. This formative evaluation will also be used to refine and improve the undergraduate program. (FG)
Descriptors: Beginning Teachers, Competency Based Teacher Education, Educational Assessment, Elementary School Teachers, Higher Education, Preservice Teacher Education, Program Evaluation, Schools of Education, State Programs, Teacher Certification, Teacher Education Programs, Teacher Evaluation, Teacher Qualifications, Testing Programs
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A