Using standardized performance observations and interviews to assess the impact of teacher education

Abstract

This study used a standardized teacher observation rubric and procedures to evaluate the performance of 63 new teachers with various preparation backgrounds. Observers rated teachers from seven different school districts on 29 separate criteria of teaching effectiveness. New teachers were assessed on their lesson planning, assessment practices, classroom management, and implementing instruction during interviews and observations. Results show significant differences in the performance of new teachers depending on the model of the teacher education program they attended. Traditional undergraduate program graduates were rated higher than teachers who received their preparation from post-baccalaureate or master's degree certification programs (particularly in the area of classroom management and at the middle school level). Follow-up interviews were conducted with a stratified random sample of 15 of 63 participants. New teachers reported difficulty setting up classroom management procedures at the beginning of the semester especially small group instruction and would have preferred more classroom experiences during their teacher education program. Teachers strongly affirmed the importance of teacher education for their ability own to teach.