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Assessing Teacher Preparation Programs: A Value Added Approach

Assessing Teacher Preparation Programs: A Value Added Approach. George Noell Louisiana State University. August 25, 2004. Acknowledgement & Thanks. Multiple Divisions with in Louisiana DE Planning, Analysis, and Information Resources Student Standards and Assessments

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Assessing Teacher Preparation Programs: A Value Added Approach

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  1. Assessing Teacher Preparation Programs: A Value Added Approach George Noell Louisiana State University August 25, 2004

  2. Acknowledgement & Thanks • Multiple Divisions with in Louisiana DE • Planning, Analysis, and Information Resources • Student Standards and Assessments • Particular Individuals • Bobby Franklin, Ph.D. & Michael Collier • Fen Chou, Ph.D. • Mary Helen McCoy, Ph.D.

  3. Redesign's BIG question: • How do we know teachers are well prepared? • Emphasis on meaningful assessment. • Difficulties of geographic dispersion, instruments, and cost.

  4. Leveraging Louisiana’s Educational Data to Assess TPP • Challenge of unequal classrooms and students • Value added approaches • Predict outcome • Assess actual outcome • Identify any patterns in Predicted versus Actual Outcomes • Act on the results

  5. New Teacher Effect LEAP ELA(THIS IS AN ILLUSTRATION, NOT A VALID ASSESSMSENT)

  6. New Teacher Effect LEAP Math(THIS IS AN ILLUSTRATION, NOT A VALID ASSESSMSENT)

  7. Issues for the future • Technical • Finalizing a model • National benchmarking • Capacity & Data management issues • Policy Issues • Desire for a system • Use of the system

  8. The Possibility TEACHER PREPARATION PROGRAM ASSESSMENT THAT IS: • Based on student achievement • Practical and potentially affordable • Uniform across all universities • Can be use to improve teacher preparation

  9. CONTACT INFORMATION Jeanne M. Burns burnsj@gov.state.la.us George Noell gnoell@lsu.edu

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