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ERIC Number: ED376162
Record Type: Non-Journal
Publication Date: 1994-Jul
Pages: 12
Abstractor: N/A
Reference Count: N/A
Differentiated Evaluation in Professional Development Schools: An Alternative Paradigm for Preservice Teacher Evaluation.
Chance, Lucinda H.; Rakes, Thomas A.
The "Practice Teaching Portfolio" is one component of an authentic assessment system for evaluating student teachers that has been implemented in nine professional development schools associated with the University of Memphis. Designed to develop an authentic record of the student teachers' performance, the system combines full lesson observations, related classroom observations, snapshot evaluations, logs, and lesson and unit plans. Contents of the portfolios reflect a differentiated model of evaluation, with contributions from the student teacher, cooperating teacher, and university liaison. Contents include student teacher self-ratings, lesson plans, cooperating teacher evaluative comments, work samples or documents approved by the cooperating teacher, and results of "snapshot evaluations." When conducting "snapshot evaluation," the university liaison uses a structured instrument to observe and note a range of specific classroom behaviors on the part of the student teacher. These snapshot evaluations consist of 9 unannounced 5-minute visits within a 10-week placement period. Student teachers are also required to maintain logs and periodically submit them to the university although the logs are not included in the portfolios or directly considered in evaluations. The differentiated model of student teacher evaluation is a collaborative model in which classroom teachers (cooperating teachers) become equal partners with university liaisons in the supervision of student teachers. This partnership reflects the professional development schools' collaborative approach to other educational activities, including team teaching, joint research, and teacher training. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Western Michigan Univ., Kalamazoo. Evaluation Center.