Field Directors

1
Field Directors Forum Spring Meeting

• Columbus Airport Marriott
• Columbus, Ohio
• April 19, 2006
• http//www.tqpohio.edu

2
Goals for Today

• Overview of TQP as a unique Ohio collaborative
  research project
• Selected findings - TQP Preservice Survey
• Selected findings -TQP Inservice Survey
• Discussion and Questions

3
Factors and Forces

• Higher Education Act
• Title II Report on Teacher Quality
• Ohio Report Card Task Force
• OCTEO Focus Groups
• Decision to research indicators of quality
  teacher preparation programs, including
  graduates ability to facilitate student
  learning.
• Ohios Standards-based Curriculum Aligned with
  Required Statewide Grade Level Exams
• Desire to increase the ability of P-12 students
  to pass grade level exams
• Value-added Assessment and Structural Equation
  Modeling

4
Stakeholders and Participants

• 50 Ohio Teacher Preparation Institutions
• Faculty
• Principal Investigators
• Research Design Teams
• Field Researchers
• Ohio Advisory Board
• External Audit Panel
• District Partners
• Battelle for Kids (Liaison to SAS)

5
TASK FORCE COMMITMENT TO QUALITY OHIO TEACHER
EDUCATION

• Charged with the responsibility for preparing
  individuals to become teachers for Ohios
  children, we express our long standing and
  enduring commitment to ensure that every teacher
  licensed in Ohio is prepared to be competent,
  caring and committed to student learning.
  Recognizing and valuing our differing missions,
  sizes, locations, and students, we who are
  educators in both public and independent colleges
  and universities alike have used and will
  continue to use data, Ohio teacher licensure
  standards, systemic reviews, guidelines of
  learned societies, wisdom of practice, and other
  evidence to evaluate and strive to maintain high
  quality teacher education programs in this
  state.
• Signed by Public and Private Chairs for All 50
  Institutions

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TQP Research Questions

• 1. Do variables of teacher background, initial
  preparation, and on-going professional learning
  relate to teacher practices, student learning and
  achievement?
• 2. How do specific elements of teacher
  preparation and aspects of school contexts impact
  novice teachers development during their first
  three years of teaching?
• 3. Do HVATs have characteristics, instructional
  practices, and understandings that differ from
  other teachers along the value-added continuum?
• 4. What specific school contexts are associated
  with HVA novice and experienced teachers?

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Ohio teacher preparation programs are attracting
academically talented students
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Most Ohio teacher preparation graduates are
still white and female
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Student teaching evaluations consistent with
methods courses
Mean 4.24
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Mean 4.28
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Mean 4.51
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Mean 4.27
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Mean 4.29
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Mean 4.12
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Mean 3.89
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Mean 3.44
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Mean 4.42
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Mean 4.44
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Mean 4.27
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Teacher preparation graduates feel well prepared
to assess student learning
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Teacher preparation graduates feel less prepared
to work with special needs and minority children
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Teacher preparation graduates feel well prepared
to teach readingless so in mathematics
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Teacher preparation graduates report positive
clinical teaching experiences
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New Ohio teachers rate highly the work of
teaching but not their working conditions
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New Ohio teachers report that their mentors spend
little time observing in their classrooms
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New Ohio teachers spend little time with their
mentors