Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness

In this written commentary for the special issue of Education Policy Analysis Archives focused on “Redesigning Assessment and Accountability,” we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a...

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Bibliographic Details
Published in:Education policy analysis archives 2018-01, Vol.26 (12), p.12
Main Authors: Farley, Amy N., Clayton, Grant, Kaka, Sarah J.
Format: Article
Language:English
Subjects:
Accountability
Educational Change
Educational Indicators
Educational Legislation
Elementary Secondary Education
Faculty Development
Federal Legislation
Inservice Teacher Education
multiple measures
pre-service teachers
Preservice Teacher Education
Preservice Teachers
Teacher education
Teacher Educators
Teacher Effectiveness
Teacher Evaluation
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Summary:In this written commentary for the special issue of Education Policy Analysis Archives focused on “Redesigning Assessment and Accountability,” we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a variety of sources, beyond teacher test scores and principal evaluations. We apply and extend Bae’s (2018) argument to teacher preparation policies, urging teacher educators to develop programs that promote continuous improvement. We argue that teacher education can and should prepare candidates to engage in multiple measure systems, critically evaluate data and sense make to construct meaning, reflect on and improve their practice to meet the needs of all students, and ultimately advocate for next-generation accountability systems that authentically foreground and prioritize continuous improvement.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.26.3441