부산대학교 도서관

Systemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs. The authors describe challenges that were confronted around the deployment of Louisiana's VAA of TPPs. The discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a VAA. We describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes. In addition, consideration is given to some unintended consequences of policy choices as well as the continuously changing policy landscape for the assessment of teacher preparation. Keywords value added, teacher education preparation, educational policy, value-added assessment, teacher preparation, continuous improvement
Educational reformers have argued that schools can achieve improved outcomes by focusing on a range of issues that includes social justice, standards, leadership, staffing, funding, curricula, and governance (Elmore, 2004; [...]