Goodlad (John I.) - A Place called school : prospects for the future

Over the course of the last decade, many higher education institutions that prepare teachers along with states, districts, and national organizations have sought to design new forms of assessment for preservice teachers. These efforts have stemmed from a growing sentiment that more powerful and nuanced assessment strategies are now needed to target the complexities of the knowledge that teachers bring to bear in their teaching (Shulman, 1987) as well as the subtleties of innovative teaching practice (Smith, 1990). Efforts to create new forms of assessment have sought to transcend the limits of traditional testing practices as they provide ways to sensitively document the personally and contextually complex world of teaching. This movement towards new forms of assessment for preservice teachers has been marked, generally speaking, by movement away from standardized paper and pencil tests of knowledge and skill and the use of observational checklists of teaching behaviors. These types of assessments are targeted by would be reformers as reflecting a narrow conception of teaching (DarlingHammond, Wise, & Klein, 1995). As an alternative, we hear calls for more nuanced, “authentic” forms of assessment that can capture the complexities of teaching and learning as they develop over time and across different contexts (Shulman, 1988; Wolf, 1991).

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A theoretical model for the authentic assessment of teaching

Effective teaching is defined as either that which (a) causes students to learn and grow, or (b) is accepted by teachers and other educational professionals. Both definitions yield lists of teaching behaviors that can be assessed by trained classroom observers using performance‐based evaluation. Such observation systems are not necessarily either valid or reliable measures of effective teaching, due to problems of both specification of behaviors and quality of observations. To a certain extent, both types of problems can be lessened using student judges. An alternative approach is to have teachers construct portfolios, but this also raises issues of validity and reliability. If the purpose of assessment is not to force accountability on teachers, but to help them improve, a self‐improvement system using the Tuckman Teacher Feedback Form is described and recommended.

Assessing Effective Teaching.

Standards-based teacher assessment is an important policy lever for school reform. Connecticut, in coalition with other states in the Interstate New Teacher Assessment and Support Consortium, is developing a portfolio assessment for beginning elementary teachers for licensure. Strategies for determining the focus, refining the methods, establishing legitimacy, and building statewide capacity to implement the assessment play key roles in the development process. The linkage of teaching standards to certification establishes a system for building the capacity of elementary teachers throughout their careers. Additionally, connecting teaching standards with student standards focuses and coordinates state reforms to address the knowledge, skills, and abilities needed by elementary teachers to enhance student learning.

Connecting Teacher Assessment and School Reform.

/pdf/the-state-of-education-in-louisiana-trend-analyses-of-49f06qnjc1.pdf

The state of education in Louisiana: trend analyses of student achievement, student matriculation, and student behavior in the accountability era

Teacher Performance Evaluation in the Southeastern States: Forms and Functions.

MFOI/PCO2 Plus Postage. Academic Achievement; *Accountability; *Educational Change; *Educational History; *Educational Policy; Elementary Secondary Education; *Governance; *Incentives; Policy Formation; State Action; State Legislation; Teacher Salaries *North Carolina Since 1946, four major efforts to improve.educational outcomes through shifts in governance have 'occurred in North Carolina. The 1989 reforms were characterized by an increase in rhetoric about local control and initiatives, teacher involvement, and school-based management. This paper surveys the last 50 years of educational reform policy in North Carolina, with a focus on the following four reforms: (1) the Commission on Merit Rating of Teachers (1946); (2) the North Carolina Teacher Merit Pay Study (1960-65); (3) the North Carolina Career Development Program Pilot (1985-89); and (4) the School Improvement and Accountability Act of 1989. The review concludes that the intended effects of the reforms have rarely been achieved, since they were based on the mistaken assumption that increased teacher salaries would result in improved student performance. In addition, power relationships did not change. The reforms perpetuated the same paradigm, which is based on industrial-age models of work, governance, motivation, and organizational behavior. Five tables are included. Contains 25 references. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ************w********************************************************** SHIFTING PARADIGMS OR SHIFTING PERSPECTIVES: AN ANALYSIS OF FIFTY YEARS OF EDUCATION REFORM by David Holdzkom Barbara Kul igowski North Carolina Department of Public Instruction 301 North Wilmington Street Raleigh, NC 27601 U ETI DEPARTMENT OF EDUCATION Oftwe of Et:We/venal Research ens tmrwevereent EDuC TiONAL RE SOURCES INFORMA DON CENTER tERIC, rh.t dOCUn,P11, hat peen tePtePPT PO at ecetvee iron, the person or otoentratort 0,Q,nittng : /4.r.o, 0,1.0 I,eV mace 0 rrgg, ," oroclorl.nol r,,,,fc of ,/,. ,,,10C, meal Cu ne,e5S.11.1, tepteset.tt n101 r.ns,t,e, E, y "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) A paper presented at the annual meeting of the American Educational Research Association in Atlanta, Georgia, April, 1993.

/pdf/shifting-paradigms-or-shifting-perspectives-an-analysis-of-5904v9qfg0.pdf

Shifting Paradigms or Shifting Perspectives: An Analysis of Fifty Years of Education Reform.

Curriculum is what happens in classrooms and schools, not state capitals.Thus, it comes as no surprise thatstate-mandated models for improvement have not worked..

The Influence of State Agencies on Curriculum.

Under the School Improvement and Accountability Act (SIAA) of 1989, North Carolina school districts developed plans for educational improvement. During the 1989-90 school year, 134 school districts developed responses to the SIAA, and all included differentiated teacher salary/pay plans. These pay plans are analyzed, and several generalizatio,s are drawn. Six models for salary differentiation are described: certification, special assignment, task differentiation, merit, incentive, and school/student outcomes. It is contended that most of the pay plans did not demonstrate any virtue beyond acceptability; pay plans were largely characterized by an inability to differentiate among teachers. Plans were generally short-term and supportive of current practice, with a limited focus on potential revision. For school improvement to take place, districts need to: (1) commit to improvement; (2) focus on inputs or outputs; (3) analyze changes expected for the next year; (4) identify accountability and the role of evaluation; and (5) study long-term projections. Two tables and one flowchart complement the text. A 30-item list of references is included. The SIAA, school improvement indicators established by the North Carolina State Board of Education, and a list of waivers submitted by local North Carolina school districts under the SIAA are appended. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************W**************************************************** NORTH CAROLINA'S SCHOOL IMPROVEMENT AND ACCOUNTABILITY ACT: A DESCRIPTION OF LOCAL DISTRICT PROPOSALS U.S. DEPARTMENT OP EDUCATION Office at Echsmtiouel Reeserce and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ci?Chis document has been reproduced as received from the parson or orgenizafion originating it r Minor changes have been made to improve reCiroduCtion Quality .) Points of visa or opinions Stated in this docu . ment do not necessarily repreeent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY -Teti 13) "Yoe:3z Ripti TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." David Holdzkom and Barbara Kuligowski Division of LEA Personnel Services North Carolina Department of Public Instruction* 1991 Annual Meeting oi the American Educational Research Association Chicago, IL *The opinions expressed and the conclusions drawn in this paper are solely those of the authors and do not represent the official position of the North Carolina Department of Public Instruction. No endorsement by NCDP1 should be inferred.

/pdf/north-carolina-s-school-improvement-and-accountability-act-a-3q6cctz03h.pdf

North Carolina's School Improvement and Accountability Act: A Description of Local District Proposals.

Effectiveness of the North Carolina teacher performance appraisal system

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