ERIC Number: EJ1218618
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2161-1602
EISSN: N/A
Sharing The Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric
Yun, Cathy; Bennett, Lisa
Educational Renaissance, v6 p1-9 2017
This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job.
Descriptors: Scoring Rubrics, Design, Cooperation, Observation, Scaffolding (Teaching Technique), Evidence Based Practice, Preservice Teachers, Inservice Teacher Education, Beginning Teachers, School Districts, Preservice Teacher Education, Feedback (Response), Teaching Methods, Responsibility
The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A