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ERIC Number: ED472396
Record Type: RIE
Publication Date: 2003-Jan
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Conceptual Model for Integrating Field Experiences, Professional Development Schools, and Performance Assessment in a World of NCATE 2000.
Fetter, Wayne R.
This paper asserts that with the new NCATE 2000 standards placing a major emphasis on performance assessment, particularly regarding the impact college and university teacher education programs have on learners, it is essential that teacher education programs develop evaluation plans that include reliable, valid assessments focusing on the performance of the learner rather than the teacher candidate. Teacher education programs have significantly increased the emphasis on field experiences in recent years and have further emphasized that these experiences occur in well-established Professional Development School (PDS) settings. The integration of field experiences, performance assessment, and PDSs is a complex process and requires both an organizational structure for teacher education programs and a mindset from faculty. Several key documents support the relationship between field experiences, PDSs, and performance assessment. This paper describes a conceptual framework, then offers ways to make the relationship between PDS participants more beneficial to all involved. It goes on to explain how to integrate field experiences into the total certification program and describes the importance of portfolios in conducting performance assessments. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (New Orleans, LA, January 24-27, 2003).