Larry Maheady Buffalo State University Kristin Sayeski University of Georgia The IRIS Center is funded through a cooperative agreement US Department of Education Office of Special Education Programs OSEP Grant H325E120002 The contents ID: 548964
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The Wicked Problem of Measuring the Impact of Teacher Preparation: Increasing Rigor in Documenting Preparation Practices
Larry
Maheady, Buffalo State University Kristin Sayeski, University of Georgia
The
IRIS Center is funded through a cooperative agreement U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002. The contents
of this presentation do
not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.Slide2
The “Wicked Problem”
Click to access handoutSlide3
IRIS Impact and Other TPP Studies
There is a need to
move beyond discussions related to “what” needs to be addressed within TPP to discussions related to “how” content and skills should be addressed for TPP to “take the lead” on documenting impact (rather than leaving it to others to determine what should be collected and how those data are to be interpreted)
to gain meaningful insights on practice in order to capture the potential of TPP (program evaluation)Slide4
Knowledge and Perception Study
Study #1: Knowledge and Perception Study (IRIS Impact)
Experimental, Pretest-Posttest-Maintenance Across Three Conditions (n = 115)
Group #1
Group #2Group #3
Week 1: Peer Assisted Learning Strategies Independent
FlippedFacilitatedWeek 2: Comprehensive Classroom Management FlippedFacilitatedIndependentWeek 3: Accommodations: Instructional and Testing Facilitated
Independent
FlippedSlide5
Skill Development Study
Study #2: Skill Development: Distributed vs. Massed Practice (Phoneme-Grapheme Correspondence) Slide6
HLP Skill Development
Study #3: Skill Development of a HLP: Opportunities to Respond
Experimental, Pretest-Posttest Across 2 Conditions (n = 48)Does distributed practice with performance feedback result in differences in teacher candidates’
knowledge of OTR when compared to a massed practice condition with no practice feedback? Does distributed practice with performance feedback result in teacher candidates’ delivery of a higher ratio of OTR during a microteaching lesson when compared to the instructional delivery of candidates who received massed practice with no practice feedback?Does distributed practice with performance feedback result in differences in
teacher candidates’ capacity to accurately deliver specific OTR strategies when compared to a massed practice condition with no practice feedback? Does distributed practice with performance feedback result in differences in teacher candidates’ perceptions of competence for the delivery of OTR? Slide7
Two Significant
Gaps
Teacher Preparation Teacher PracticeWhat effects do preparation experiences (i.e., coursework, clinical experiences,
IRIS modules, and student teaching) have on candidate practice (i.e., what they do instructionally in authentic settings)? Which program components are most likely to impact candidate practice?Which practices should be taught to improve student outcomes?
How should preparation programs be structured and implemented to improve candidate practice? Teacher Practice Student LearningWhat effect(s) does candidate practice have on important student outcomes?
Are some practices more effective than others in improving student outcomes?How might these practices be disseminated more broadly and sustained in P-12 settings?Slide8
Strengthen Preparation-to-Practice Link
Short-term
Examine effects of varied preparation experiences (e.g., modeling, role-playing, IRIS modules) on limited range of teaching practice(s); linking to student learning if possible)Clinical experiences delivered via School-University Partnerships built around improving student outcomes
Long termTrack candidates beyond initial school placements, monitor performance, and link to ongoing measures of student progressExamine effects of induction and professional development models on practice and student learningSlide9
Strengthen Practice-to-Learning Link
Short term
Conduct more research linking candidate practice to important student outcomesConsider infusing studies as program requirements (e.g., capstone research experiences)Link research to specific student and school needs (i.e., What is your biggest instructional challenge & how can we help?)
Long TermComprehensive data collection, management, and analysis systemsLongitudinal research on teachers, practice, and student learning
Build a broader evidence-based culture in schoolsSlide10
Developing Practice Continuum
A Continuum of Options for Developing PracticeSlide11
Final Thoughts
Linking teacher education to student outcomes is a “
wicked problem”It cannot be “solved,” but we can strengthen links between
Our preparation experiences and what candidates do instructionally Learn what effects their practice has on important student outcomesStrengthen these links by:Building solid School-University partnerships focused on improving student outcomes
Allocating more time and effort to promoting use of signature set of practices (High Leverage Practices and Evidence-Based Practices)Studying preparation, practice, and student learning using rigorous research designs