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ERIC Number: ED355194
Record Type: Non-Journal
Publication Date: 1992-Feb
Pages: 32
Abstractor: N/A
Reference Count: N/A
Assessment Component of the California New Teacher Project: Alternative Models of New Teacher Assessment and Support.
Tierney, Dennis; And Others
Finding ways to improve the assessment of beginning teachers is part of an effort to assure that fully certified teachers possess the professional knowledge and skills necessary for competence in contemporary classrooms. Research done by the California New Teacher Project (CNTP) suggests that some knowledge and skills cannot be fully learned in preservice teacher education programs. Following a review of current licensure practices in California and the value of linking teacher support and assessment with each other, this report describes three models of alternative assessment and two options for implementing them. The models are: Research Dissemination and Technical Assistance Model, Program Review with Technical Assistance Model, and Staged Assessment with Technical Assistance Model. The description of each model includes an overview; a discussion of the standards, methods, technical quality, purposes and uses, and advantages and disadvantages of the model; and probable costs of adopting the model. The models draw on findings of the CNTP, particularly the pilot testing of alternative assessment approaches and the initial development of a framework of knowledge, skills, and abilities that teachers can be expected to attain within the first 3 years of full-time teaching. Alternative models for the assessment of beginning teachers would permit individuals to begin a teaching career with the support of experienced teachers and to undergo an assessment that would permit candidates to demonstrate their fitness for teaching in California schools. (LL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: California Commission on Teacher Credentialing, Sacramento.; California State Dept. of Education, Sacramento.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.