The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years. REL 2023-147

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Autor/inn/en	Goldhaber, Dan; Xu, Zeyu; Mihaly, Kata
Institution	Regional Educational Laboratory Southwest (ED/IES); National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); American Institutes for Research (AIR)
Titel	The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years. REL 2023-147
Quelle	(2022), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education Programs; Educational Change; Preservice Teacher Education; Teacher Persistence; Teacher Competencies; Student Placement; Mentors; Experiential Learning; Faculty Development; Program Effectiveness; College School Cooperation; Public Schools; Standardized Tests; Scores; Academic Achievement; Rural Schools; Teacher Shortage; Job Performance; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Louisiana; Praxis Series + Suchen Sie Ihr Suchwort? Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Schülerpraktikum; Experiental learning; Erfahrungsorientiertes Lernen; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrermangel; Work performance; Arbeitsleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Believe and Prepare is a teacher preparation reform implemented by the Louisiana Department of Education in collaboration with school systems and teacher preparation programs across the state. It was piloted in the 2014/15 school year and became mandatory in July 2018 for incoming teacher candidates in all 18 institutions of higher education that offer traditional teacher preparation programs. The reform focused on competency-based curricula, extended clinical experiences, and rigorous mentor teacher training. A central requirement of the reform is that teacher candidates must participate in a yearlong residency with a mentor teacher. This replaced the prior shorter-term student teaching requirement, typically six weeks. To explore the extent to which the reform is contributing to expected improvement in outcomes for early career teachers, this study examined the association between the reform and in-service teacher performance ratings, teacher retention, student test scores, teacher competency, and the likelihood of three placement outcomes (being placed in the school where the teacher completed a residency, filling a teaching position in a shortage area, and being placed in a rural school). Teachers who completed a program that had implemented Believe and Prepare were 2 percentage points more likely than teachers who completed a program that had not implemented it to stay in Louisiana for at least one year and 7 percentage points more likely to stay in the same school district for at least three years. Grade 4-8 students whose teachers completed a preparation program that had implemented Believe and Prepare during the pilot years scored 0.04 standard deviation lower on English language arts tests than students whose teachers completed a program that had not implemented it. Other teacher outcomes such as in-service performance ratings, competency as measured by Praxis II scores, school placement, and job assignment were not statistically different between teachers who completed a program that had implemented Believe and Prepare and teachers who completed other programs. [For the Study Snapshot, see ED624403. For the appendixes, see ED624404.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01