A Dynamic Relationship: The Impact of Formal and Informal Assessment on a Professional Development School for In-Service Non-Credentialed Teachers

Autor/inn/en	Cantor, James; Schaar, Sue
Titel	A Dynamic Relationship: The Impact of Formal and Informal Assessment on a Professional Development School for In-Service Non-Credentialed Teachers
Quelle	In: Teacher Education Quarterly, 32 (2005) 4, S.59-77 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Urban Schools; Professional Development Schools; Inservice Teacher Education; Informal Assessment; Program Effectiveness; Teacher Evaluation; College School Cooperation; Educational Policy; Elementary School Teachers; Beginning Teachers; Teacher Education Curriculum; Educational Technology; Longitudinal Studies; Program Evaluation; Teacher Persistence; Reading Achievement; Mathematics Achievement; Educational Testing; Alternative Teacher Certification; Teacher Supply and Demand; California; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerfortbildung; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerbedarf; Kalifornien
Abstract	Over the past decade many university-based teacher education programs and school districts have forged partnerships creating restructured, collaborative programs aimed at improving teaching and learning for credential candidates, as well as the children that they serve. According to data from the California Department of Education, progress is being made in raising the percentage of fully certificated teachers teaching in urban schools; however, it is unknown whether this progress will be sustained or if it is a short-term spike. Keeping credentialed teachers remains a challenge as many leave the inner city or the teaching profession within their first five years of teaching. The intention of this article is twofold: (1) to provide both a description of an innovative, alternative teacher preparation program that was designed to address this challenge, and (2) to analyze how the assessment process was integral to its success. The analysis focuses on how both formal and informal evaluation procedures produced a dynamic and beneficial relationship between the assessment process and implementation. (Contains 3 tables, 3 figures and 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10