|
|||||
|
|
Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment |
|
| Authors: | Connor K Warner Clare V Bell Patricia Alvarez McHatton Julia Atiles |
| Institution: | 1. Urban Institute for Teacher Education, University of Utah, Salt Lake City, Utah, USA;2. connor.warner@utah.edu;4. Division of Teacher Education &5. Curriculum Studies, University of Missouri-Kansas City, Kansas City, Missouri, USA;6. Office of the Provost, University of Texas-Rio Grande Valley, Edinburg, Texas, USA;7. Department of Early Childhood Education, East Tennessee State University, Johnson City, Tennessee, USA |
| Abstract: | AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. |
| Keywords: | Performance assessment program improvement teacher education |