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Appendix F: Alternative Assessment Case Studies
Pages 298-330

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From page 298...
... Its mission is to "establish high and rigorous standards for what accomplished teachers should know and be able to do, to develop and operate a national voluntary system to assess and certify teachers who meet these standards, and to advance related education reforms for improving student learning in American schools" . In addition, NBPTS seeks to forge "a national professional consensus, to reliably identify teachers who meet [these]
From page 299...
... The final version of a content standards document states that the standards "represent a professional consensus on the critical aspects of practice that distinguish exemplary teachers in the field from novice or journeymen teachers. Cast in terms of actions that teachers take to advance student outcomes, these standards also incorporate the essential knowledge, skills, dispositions, and commitments that allow teachers to practice at a high level" (e.g., National Board for Professional Teaching Standards, 1996:1~.
From page 303...
... one entry that combines the candidate's work with students' families, the community, and collaboration with other professionals. The six assessment center exercises require candidates to demonstrate their knowledge of subject matter content.
From page 305...
... This performance standard is equivalent to receiving a just-passing score on each
From page 306...
... Content-related evidence of validity is examined by convening a panel of experienced teachers in the subject area to independently rate (a) the extent to which each of the content standards describes a critical aspect of highly accomplished teaching and (b)
From page 307...
... a comparison of NBPTS evaluations with others based on classroom observations and interviews (Wylie et al., 2000~. A recently released study compared the teaching practices of NBPTS certified teachers with other teachers and compared samples of student work from classrooms of the two groups of teachers (Bond et al., 2000~.
From page 308...
... encourage "among teachers the search for new knowledge and better practice through a study regimen of collaboration and reflection with peers and others" (National Board for Professional Teaching Standards, 1996:7~. CONNECTICUT'S TEACHER PREPARATION AND INDUCTION PROGRAM Overview Connecticut, working in collaboration with the Interstate New Teacher Assessment and Support Consortium (INTASC)
From page 310...
... assessment of teaching performance through a discipline-specific portfolio assessment (Connecticut State Board of Education, 2000~. The goals of the BEST program include: · ensuring that all students have high-quality, committed, and caring teachers; · promoting effective teaching practice leading to increased student learning;
From page 312...
... During their first year, beginning teachers are evaluated at the district level through live and video observations. They learn how to systematically document their teaching practices and to use student work to demonstrate student learning, and they develop a long-term plan for professional growth.
From page 313...
... Mentors and support team leaders receive 20 hours of training focused on the CCT and 10 hours of annual update training. Professional Development Throughout the continuous professional growth phase, the components of the CCT are used to establish standards for the evaluation of teachers (according to the Guidelines for Comprehensive Professional Development and Teacher Evaluation)
From page 314...
... As part of the development process, job analysis studies were conducted. Representative samples of teachers, administrators, and higher-education faculty participated in surveys in which they rated the standards in terms of their importance for beginning and experienced teachers, their relevance to the job of teaching, and their importance for advancing student achievement.
From page 315...
... Ohio is in the process of redesigning its licensing system. The new system, which will be implemented in 2002, includes a comprehensive induction program for beginning teachers, requirements for performance assessment during the induction year administered by the Ohio Department of Education, and procedures to ensure continued professional development for experienced teachers.
From page 316...
... According to state guidelines, individuals selected to be mentors should be experienced teachers and should demonstrate an awareness of instructional methods and professional responsibilities needed to improve teaching skills and increase student learning. Districts are required to operate an in-depth training program for mentors on ways to conduct observations, provide feedback, and offer professional guidance and support to beginning teachers.
From page 317...
... · Teacher professionalism reflecting on the extent to which the learning goals were met, demonstrating a sense of efficacy, building professional relationships with colleagues, and communicating with parents or guardians about student learning. Each domain consists of a set of four or five assessment criteria (for a total of 19)
From page 318...
... 318 TESTING TEACHER CANDIDATES Praxis III: Classroom Performance Assessment Praxis III is a performance assessment designed to measure beginning teachers' skills in relation to 19 criteria (see Box F-6~. The Praxis III assessment uses
From page 319...
... PATHWISE Induction Program The PATHWISE Induction Program is designed to prepare beginning teachers for the Praxis III assessment and to provide opportunities for professional development growth. The PATHWISE system is intended to be a "flexible system responsive to an individual's personal teaching style," incorporating "constructive assessment that fosters growth and professional development in students and first-year teachers by recognizing their strengths as well as their weaknesses" (Educational Testing Service, 1995b:3~.
From page 320...
... All of the inquires and observations make use of planning, teaching, reflecting, and applying what is learned. The activities encourage beginning teachers to participate in reflective writing, conversations with experienced colleagues, and ongoing examination of teaching in relation to student learning (Educational Testing Services, 1995a)
From page 321...
... A four-day training session familiarizes individuals with the PATHWISE Induction Program-Praxis III Version. This seminar focuses on training mentors in the uses and purposes of 10 ten events and in developing their mentoring and coaching skills.
From page 322...
... This change resulted in an overhaul of the college's curriculum and its approach to teaching. The approach is characterized by publicly articulated learning outcomes, realistic classroom activities and field experiences, and ongoing performance assessments of learning progress.
From page 323...
... The abilities cut across disciplines and are subdivided into six developmental levels. The six levels represent a developmental sequence that begins with objective awareness of one's own performance process for a given ability and specifies increasingly complex knowledge, skills, and dispositions.
From page 324...
... These teaching abilities define professional levels of proficiency that are required for graduation with a major in any of the teacher education programs. The teaching abilities refine and extend the general education abilities into the professional teaching context.
From page 325...
... After two semesters in the preprofessional stage and completion of two of the pre-student teaching experiences, teacher candidates can apply for admission to the professional level. To be admitted, they must successfully complete the first two field experiences (and provide letters of recommendation)
From page 326...
... They set goals for their next stage of development in the teacher education program and then meet for a second session with the faculty interviewer. The final two semesters are considered the beginning of professional practice, during which student teaching occurs.
From page 327...
... Their performance is assessed on the five professional teaching abilities by the cooperating teacher, the college supervisors, and the student teacher herself. Research and Program Evaluation Alverno has documented in detail the ways in which its program abilities were developed.
From page 328...
... 328 TESTING TEACHER CANDIDATES completed a liberal arts baccalaureate degree" (Diez, 1999:41~. The abilities emerged from faculty discussions focused on such questions as: What should a woman educated in liberal arts be able to do with her knowledge?
From page 329...
... to collect data, including questionnaires, tests, essays, and interviews (Alverno College, 1992-1993~. In addition, surveys have collected data from Alverno graduates on their perceptions about the college's program and the extent to which they felt prepared to teach upon graduation (Zeichner, 2000~.
From page 330...
... In 2004 the state of Wisconsin will require candidates for teaching positions to present portfolios demonstrating their performance in relation to several professional teaching standards. Candidates who pass the portfolio review will be granted provisional licenses to teach for three to five years while pursuing professional development goals related to the standards.


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