Evaluating teacher education outcomes: A study of the Stanford teacher education programme.

Authors

  • Abigail Jackson Department of Education, School of Education, Stanford University
  • Mia Department of Education, School of Education, Stanford University

Keywords:

Teacher education, programme evaluation, student outcomes, value added assessment

Abstract

This paper considers a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Program (STEP) during a period of program redesign over 10 years. These strategies include surveys and interviews of students’ perceptions of program elements and their own preparedness, observations of their practice during and after teacher education, evaluations of their practice on a structured portfolio of practice (the Performance Assessment for California Teachers (PACT)) and analyses of the effects of a sample of graduates of STEP and other programmes on student outcomes, including value-added measures. While the studies were able to ascertain that the students of STEP graduates had strong value-added learning gains, the paper concludes that the use of student learning data alone as a measure of teacher effectiveness does not help guide decisions related to programme improvement, and a range of approaches is required. In addition, it suggests that there will be continuing concerns about the narrowness of the learning measured by standardized tests, and about the many challenges of collecting and analyzing such data in ways that overcome the technical and practical problems associated with their use.

Author Biographies

Abigail Jackson, Department of Education, School of Education, Stanford University

Dr. Abigail Jackson is a researcher and educator in the field of education. She currently works in the Department of Education at the School of Education at Stanford University, where she is dedicated to improving student outcomes and advancing the field of education through her research and teaching. Abigail has published several articles on a variety of topics related to education, and is well-known for her work on innovative approaches to STEM education in K-12 schools. She holds a PhD in Education from Stanford University and has been recognized for her contributions to the field through numerous awards and honors.

 

Mia, Department of Education, School of Education, Stanford University

Charlotte Mia is a dynamic and talented educator who is passionate about making a difference in the lives of students. Currently working in the Department of Education at the School of Education at Stanford University, she has a wealth of experience as a teacher and administrator in both K-12 and higher education settings. Charlotte is known for her expertise in inclusive education and for her work in developing effective strategies for supporting students with diverse learning needs. She holds a Master's degree in Education from Stanford University and has been recognized for her contributions to the field through her publication of several articles on inclusive education and her involvement in professional organizations.

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Published

2022-06-02

How to Cite

Jackson, A., & Mia, C. . (2022). Evaluating teacher education outcomes: A study of the Stanford teacher education programme. Edith Cowan Journal of Education, 2(1), 1–17. Retrieved from https://edithcowanjournal.org/journals/index.php/journal-of-education/article/view/58

Issue

Vol. 2 No. 1 (2022): The Future of Teacher Professional Development: Trends and Challenges

Section

Articles