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The measure for college and career readiness for students

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Try out a paper practice test. Find the main page for the practice tests. If you want to try the paper-based version of the test, all you need is the ability to view or print PDF files.

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Listen to my evaluation plan synopsis here!

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Primary

Teach for America-Newark Region

Newark District Leaders

Secondary

Direct supervisor of TFA teachers

Direct supervisor of non-TFA teachers

First year TFA corps member

First year non TFA teacher

Teacher participants’ students

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There is potential for outside factors to influence teacher and student outcomes and experience.

Identified first year teachers might not feel comfortable to share their evaluation ratings.

Since I am using the PARCC assessment to determine student outcomes aligned to teacher effectiveness, I will be forced to only focus on ELA and Math teachers since these are the only tested subjects on PARCC.

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This evaluation is an attempt to determine how and why American teacher preparation programs should be redesigned to address the rigorous demands of the Common Core standards in a 21st century classroom. If there are substantial positive student outcomes from TFA classrooms, it will be imperative for teacher preparation programs to consider some of TFA’s guiding practices. It is important to not only pay close attention to TFA corps members’ impact but also the type of candidate recruited into the program. TFA candidates successfully pass through the rigorous interview process because they show an ingrained passion and commitment to closing the achievement gap despite all obstacles. The primary focus of this evaluation is to determine how to modify teacher preparation to ensure the most impact on student achievement.

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Katherine Bassett & Joseph Fatheree Discuss Teacher Leadership

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CCSSO’s Efforts to Reform Teacher Preparation Education

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At the 2013 Conference on Teaching, Dr. Janice Poda, Dr. Sarah Barzee and Robert L. Brown discuss CCSSO's Network for Transforming Educator Preparation (NTEP), an effort to ensure that teachers and principals are ready to enter the profession equipped with the knowledge and skills to prepare students for college and career readiness.

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                 Teach for America Evaluation Plan

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                 Teach for America Evaluation Plan

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Evaluation Purpose, Key Questions, Data Methods/Collection

Taiisha Swinton

Drexel University-EDUC 804

Fall 2016

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This evaluation will attempt to provide data that shows the correlation between new teacher preparedness and student performance. In looking at traditional teacher preparation and TFA corps member preparation, the evaluation will explicitly define how the preparation impacts student performance.

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This evaluation will attempt to answer the following questions:

1.     What are the key components of TFA corps member training and how does it prepare first year teachers for high needs classrooms?

2.     How do student outcomes from a TFA classroom compare to a non-TFA classroom?

3.     How does TFA corps members’ job satisfaction, retention and student outcomes compare to other first year teachers with traditional education certification?

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Education reform is usually at the forefront of any public education conversation. With mandates such as No Child Left Behind, public officials, district leaders, school leaders, and teachers have grappled with ways to improve their school system. We see public education reform attempts at all levels in the United States. Teacher quality and student achievement is are the cornerstones of most reforms because there is substantial research that demonstrates a direct correlation between teacher practice and student achievement. However, as a country we have not been able to find clear solutions to most of the problems prevalent in public education. Teach for America (TFA) is a teacher preparation program that drastically changed what teacher education looks like in America. TFA has approached teacher education in a more practical way than most university teacher preparation programs.

TFA recruits highly educated candidates and place them in a classroom while coaching and training them throughout the course of their time with students. The biggest change is that most universities approach teacher preparation with a gradual approach to class practice. Typically education students do not have a full day experience in a classroom until their last year of their education program. In contrast,  TFA almost immediately places their candidates in the classroom all the while training and coaching them using their personalized teaching as leadership ideologies and practices.

Since its start  in 1990, TFA has placed over 50,000 teachers in urban and rural school districts that have had difficulty recruiting staff (“Teach for America,” 2016). After almost 30 years, a study of impact and teacher effectiveness would be helpful for district leaders to know and understand how TFA corps members can impact both long term and short term student outcomes.