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The Wicked Problem of Measuring the Impact of Teacher Prepa The Wicked Problem of Measuring the Impact of Teacher Prepa

The Wicked Problem of Measuring the Impact of Teacher Prepa - PowerPoint Presentation

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Uploaded On 2017-05-16

The Wicked Problem of Measuring the Impact of Teacher Prepa - PPT Presentation

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

student practice preparation teacher practice student teacher preparation practices feedback experiences study iris performance distributed research development learning impact

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Slide1

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