Evaluation of Georgia State University's CREATE Teacher Residency Program -- Cohorts 3 through 5. A Final Report of a Quasi-Experiment in Georgia. Research Report

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Autor/inn/en	Jaciw, Andrew P.; Lau, Sze-Shun; Zacamy, Jenna; Lin, Li
Institution	Empirical Education Inc.
Titel	Evaluation of Georgia State University's CREATE Teacher Residency Program -- Cohorts 3 through 5. A Final Report of a Quasi-Experiment in Georgia. Research Report
Quelle	(2023), (62 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Teacher Effectiveness; Teacher Persistence; Social Justice; Preservice Teacher Education; Inservice Teacher Education; Novices; Outcomes of Education; Mentors; Teacher Collaboration; Teacher Attitudes; Teacher Burnout; Stress Management; Empathy; Student Teachers; Student Teacher Attitudes; Elementary School Teachers; Middle School Teachers; Program Implementation; Equal Education; Race; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Lernleistung; Schulerfolg; Lehrerkooperation; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Stressmanagement; Stressbewältigung; Empathie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rasse; Abstammung
Abstract	The Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) program aims to increase teacher effectiveness and retention through fostering spaces that support the development of critically conscious, compassionate, and highly skilled educators. Specifically, CREATE's three-year teacher residency program seeks to recruit, support, and retain a diverse, highly effective, and culturally competent educator workforce that is committed to working in high-needs schools and to improving student outcomes. With funding from the Supporting Effective Educator Development (SEED) grant, this evaluation focused on the effectiveness of CREATE's teacher residency program for three staggered cohorts of pre-service and early career teachers from 2017--18 through 2021--2022. Using a quasi-experimental design, the study compares the experiences and outcomes of (1) CREATE residents and (2) comparison subjects participating in the traditional credentialing pathway, with both groups joining the study when they were enrolled in their final year at Georgia State University's College of Education and Human Development (GSU CEHD). The study followed participants for three years: their field experience/student-teaching year, and their first two years as official teachers of record. Researchers assessed primary impacts after participants completed two years as credentialed teachers. Program implementation and the experiences of early career teachers were measured across all study years. By the end of their second year of teaching, CREATE teachers reported more favorable levels of self-compassion, teacher burnout, and stress management and empathy related to teaching than teachers in the comparison group. The research team did not find a statistically significant impact of CREATE on student achievement in English Language Arts, as measured by the Georgia Milestones assessment in grades 3 through 8. The researchers hypothesize that this may have been impacted by a limited sample size of teachers teaching in the tested grade levels and subject areas. A prior study of CREATE [see ED611803] demonstrated a positive impact of CREATE on uninterrupted graduation and retention of teachers, especially for Black educators, with most of the benefit accrued early through a difference in graduation rates. In the current study, graduation rates were high for CREATE and comparison participants (>90%) and the impact on teacher retention was not replicated. These findings pose questions about the differences in programming, recruitment, and hiring between the years during which each study was conducted, and about how COVID-19 may have affected the dynamics of teacher hiring and retention. (As Provided).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01