Abstract
This research delves into the theme of quality and accountability within university-based traditional educator preparation programs (EPPs) in the United States from the perspective of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. The main objective was to explore psychometric properties that are aligned with pre-service teacher (PST) readiness professional standard. An additional goal was to establish a measurable progression of professional development amongst PST candidates that can be considered in conjunction with the evaluations of these skills by experts in the field. This research adds to the literature on the science of education in identifying key dispositions and professional skills that develop over time for practiced educators as they hone their skills. A multi-phased, methodological approach was employed, integrating measurement, statistical, and qualitative methods. This process investigates the validity of an observational instrument for University Field Supervisors (UFSs) that had been developed in direct alignment with assessments that are completed by PST candidates, guided by the frameworks proposed by Messick (1995) and Wolfe and Smith (2007). This approach was utilized to generate a transferable way to form aligned assessment systems and can benefit other EPPs seeking to enhance their practices related to professional readiness to teach, as well as any industry adhering to professional standards.
Presenters
Jacquelyn ThompsonAccreditation and Assessment Manager, Judith Herb College of Education, University of Toledo, Ohio, United States Gregory Ethan Stone
University of Toledo, Ohio Marcella Kehus
University of Toledo, Ohio Noela Haughton
Professor of Education, Educational Studies, University of Toledo, Ohio, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Assessment, Teaching readiness, Teacher quality, Educational evaluation, Teacher education
