Entities Evaluating Teacher Preparation Programs:
State Government
Purposes of TPP Evaluations
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Existing TPP Evaluations
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Sources of Evidence
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How to Develop a TPP Evaluation
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About the Report
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STATE GOVERNMENT
States have the primary responsibility for establishing teacher policies, including standards for teacher education and requirements for certification. States exercise authority over TPPs through program approval processes that allow for graduates who meet state criteria to be automatically recommended for certification at the program’s discretion. (An individual teacher can still apply directly to the state department of education for certification.) Every state but Arizona requires its public TPPs to undergo some sort of approval process, and some extend those requirements to private institutions (Education Commission of the States, 2013). But program approval processes vary widely across states, and there is currently no systematic information or objective analysis of how each state carries out its process.
Evidence
Evidence used by State Governments to assess TPP quality:
- Varies by state; some use national accreditation process
- Some states use VAMs
Inferences
An evaluation is intended to produce information that can be used to draw reasonable inferences about the quality of programs. By inferences, we mean interpretations or findings based on the above evidence.
- Program meets or does not meet state teacher education standards
- Other inferences vary by state
INCENTIVES FOR TPPs
Incentives for TPPs are tangible or intangible reward or sanction tied to the results of an evaluation.
- Maintain ability to recommend teachers for state certification by having “stamp of approval” from state
- If detailed data are made public, incentive to improve in areas of identified weakness
Likely Consequences
Each type of TPP evaluation system relies on somewhat different evidence that can be used to draw different inferences. Each system also creates different incentives and consequences for TPPs.
Intended
- TPPs will be aligned with state standards for teacher education
- Programs may work to address areas of weakness identified
Unintended
- Possibly more conformity and less innovation by programs
Mapping the Approach to Purposes
Each type of TPP evaluation system relies on somewhat different evidence that can be used to draw different inferences. Each system also creates different incentives and consequences for TPPs. Thus, instead of asking which TPP evaluation approach is best, the more appropriate and important question is, how well does each approach serve a particular purpose?
Accountability and Monitoring
+ Indicates that TPPs have met state standards for teacher education
~ Influenced by the teacher preparation community, given its involvement in peer review of TPPs
Consumer Information
+ Indicates that TPPs have met state standards for teacher education
+ Some states provide public reports that include more detailed information about each TPP than simply approved/not approved
Program Improvement
+ Some states provide in-depth feedback; cyclical process fosters continuous improvement
+ VAM can provide useful information about impact on student achievement
– Results may be too large-grained to guide program improvement