By Francine P. Peterman
Designing functionality evaluate structures for city instructor education provides an issue for, and invitations, serious exam of instructor guidance and evaluate practices--in gentle of either the complexity and calls for of city settings and the theories of studying and studying to educate that consultant instructor schooling practices. This dynamic strategy distinguishes the authors' stance on city instructor evaluate as person who can assist deal with social justice concerns relating to gender, race, socioeconomic type, and different transformations, and even as advertise the pro improvement of all educators engaged within the strategy of studying to educate. The contextually certain, sociocultural stance that informs this publication gives you better instructor and scholar fulfillment.
Culminating six years of important discussion and targeted, neighborhood job between academics and instructor educators from associations within the city community to enhance instructor schooling, Designing functionality evaluate platforms for city instructor guidance offers:
*the ancient context that was once tested for this paintings, a theoretical framework to undergrad instructor coaching review, and layout ideas to lead the advance of evaluate platforms; *four case reports of members' struggles and successes in designing and imposing those platforms; and *a dialogue of the significance of context and present tendencies in evaluate practices in city instructing.
This quantity is especially correct for collage and school-based instructor educators who support arrange academics to paintings in city colleges, and for group of workers in kingdom departments of schooling and different organisations who're accountable for certification and starting instructor help. whereas the focal point is on getting ready academics for city settings, the theoretical and useful foundations and the case reviews have vast implications and supply priceless insights for a person interested by constructing and utilizing functionality evaluation systems--teacher educators, college and faculty directors, lecture room academics, and academic researchers.
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Extra resources for Designing Performance Assessment Systems for Urban Teacher Preparation
Lansing, MI: Department of Education. , & Groundwater-Smith, S. (1999). The changing landscape of teacher education in Australia. Teaching and Teacher Education, 15, 215-227. Sandefur, J. T, & Nicklas, W. L. (1981). Competency-based teacher education in AACTE institutions. Phi Delta Kappan, 62, 747-48. Saylor, J. G. (1976). Antecedent developments in the movement to performance-based programs of teacher education. Washington, DC: American Association of Colleges for Teacher Education. 1. LEARNING FROM EXPERIENCE 19 Shepard, L.
Accommodates students of varied ability levels, (c) connects instructional elements to academic concepts, or (d) provides students with feedback on their performance. Students collaborate on a joint product. The teacher designs and enacts activities that advance student understanding to more complex levels,* or connects instructional elements to academic concepts. Enacting Integrating The teacher designs, enacts, and collaborates in activities that demonstrate skillful integration of multiple standards simultaneously.
1. , & Klein, S. (1999). A license to teach: Raising standards for teaching. San Francisco: Jossey-Bass. DeVault, M. V. (1973). Systems approach applications in designing teacher education programs. In D. ), Competency-based teacher education (Book 2, pp. 22-23). Berkeley, CA: McCutchan. Diez, M. (1994). Relating standards to systemic reform. In M. Diez, V. Richardson, & P. D. ), Setting standards and educating teachers: A national conversation (pp. 1-14). Washington, DC: American Association of Colleges for Teacher Education.
Designing Performance Assessment Systems for Urban Teacher Preparation by Francine P. Peterman