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ERIC Number: ED433330
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Preservice Teacher Performance Assessment during Student Teaching: Consequences and Pitfalls.
Vavrus, Michael
This paper describes student teacher evaluation at Evergreen State College, Washington, examining its 2-year, graduate-level initial certification program. The school began by reviewing its full-time student teaching program, testing a modified version of Danielson's (1996) "Enhancing Professional Practice: A Framework for Teaching." All cooperating teachers, supervising college faculty, and teacher candidates involved in the graduate program were surveyed to determine the effectiveness of the school's new performance-based assessment of teacher candidates involved in full-time student teaching. Results demonstrating a positive impact on student learning around state learning goals were the focus of extensive deliberations among program faculty and an external advisory board. The school revised its internal assessment procedure and was granted continuing accreditation by the State Board of Education under its new performance-based criteria. This paper describes lessons learned, focusing on consequences and pitfalls. Overall, having primarily full-time faculty supervise student teachers was critical in implementing performance-based assessment during student teaching. Continuous mentoring was critical in helping teacher candidates meet performance requirements. Cooperating teachers and college faculty needed collaborative professional development to increase their mentoring skills under the performance-based system. Teacher candidates needed early exposure to the performance requirements for student teaching. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A