[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584028-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584028-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","predicting-later-classroom-practice","Predicting Later Classroom Practice","","Advice for policymakers and school leaders examines how assessment centre methods can support teacher selection and how early assessment centre scores relate to teacher effectiveness across six years. The research finds teaching-based classroom simulation is the strongest predictor of later classroom practice, while competence-based interviewing is much less effective. Evidence suggests prediction is more likely earlier in a teacher’s career and that lesson observation using qualified teacher observers can produce reliable, predictive scores when included.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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those new to teaching  \nRichard Churches, Kate Wastie, Max Jones and Nina Dhillon1  \nThis report provides advice to policymakers and school leaders on the use of assessment centres2 3 as part of a teacher selection approach. It discusses the relationship between assessment centre scores prior to joining teaching, and teacher effectiveness over a six-year period. It draws from various stages of a wider research project,4 the overall findings of which may be summarised as follows:  \nAssessment centre approaches may be useful in some forms of teacher selection. However, policymakers and education leaders need to be mindful of what types of activity they use and how they make use of these scores over time.  \nClassroom simulation in the form of a teaching activity was the best predictor of future classroom practice. Competence-based interviewing was far less successful. However, as the teachers became experienced (on their final year on the programme), beliefs about the power of teaching to drive social change became associated with two particular areas of classroom effectiveness.  \nAssessment centre scores are more likely to predict classroom effectiveness earlier in a teacher’s career. However, this research only looked at teachers who were new to the profession when they attended the assessment centre, so firm conclusions are harder to reach regarding the use of such an approach to recruit serving experienced teachers.  \nDespite this, where lesson observation (and classroom simulation) is included in selection processes, using qualified teachers as observers can provide reliable scores with predictive ability.  \nResearch purpose and background  \nAs we have discussed elsewhere, teacher professional development is complex.5 Despite evidence from randomised controlled trials about critical factors influencing this process,6 and evidence about teacher professional growth,7 there is little research about how abilities prior8 to initial teacher training (ITT) influence early classroom practice. Systematic reviews9 have shown that, despite increased use of assessment centres in education,10 no studies of their long-term effectiveness exist. Finding ways to select candidates likely to find the challenges of teaching more aligned to their existing skills could have an important impact.  \nDelivered by Education Development Trust (EDT), the Department for Education Future Teaching Scholars Programme (2015–2025) has involved a unique approach to teacher recruitment, training and development. Outstanding mathematics and physics students were recruited to the programme while taking their A levels in England (the equivalent of the last two years of high school in the United States and many other countries) .  \n1 Richard Churches is Director of Research at Education Development Trust (EDT), Kate Wastie and Max Jones work within the Future Teaching Scholars team at EDT, and Nina Dhillon is the Programme Director of the Future Teaching Scholars Programme.  \n2 The term ‘assessment centre’ describes a series of exercises used by employers to evaluate skills they cannot assess using traditional interviews. They include behavioural activities and evaluation of interactions between candidates.  \n3 Anderson et al. (2008)  \n4 Churches and Lawrance (2020); Education Development Trust (2021a; b); Churches and Penfold (2021); Churches, Wastie, Jones and Penfold (2024)  \n5 Churches and Penfold (2021); Churches, Wastie, Jones and Penfold (2023)  \n6 Sims et al. (2021)  \n7 Clarke and Hollingsworth (2002)  \n8 During the programme four cohorts of students were recruited. The scores from the cohorts were amalgamated in this study.  \n9 Churches and Lawrance (2020): Australian Education Index (1977 – current), British Education Index (1975 – current), ERIC (1966 – current), Google Scholar, Web of Science. Search terms: education; assessment centre; recruitment, selection, teacher training.  \n10 See, for example, Fast Track T","cbCaibeAGDevn1iy","https://ap.wps.com/l/cbCaibeAGDevn1iy","pdf",1223945,"English","# Research purpose and background\n## Purpose\n## Teacher recruitment context\n# Key assessment-centre findings\n## Best predictor of later practice\n## Competence-based interviewing results\n## Timing of prediction across a career\n# Assessment-centre design and activities\n## Competence-based interview\n## Classroom simulation\n## Reflective discussion\n## Group problem solving\n# Classroom simulation mechanics\n## Role-play learners\n## Mental set and emotional objectivity\n## Hypothesised prediction","[{\"question\":\"What is the main purpose of the report?\",\"answer\":\"To advise policymakers and school leaders on using assessment centres in teacher selection and to examine how assessment centre scores relate to teacher effectiveness over six years.\"},{\"question\":\"Which assessment-centre activity best predicts later classroom practice?\",\"answer\":\"Classroom simulation in the form of a teaching activity is the best predictor of future classroom practice.\"},{\"question\":\"Are assessment-centre scores equally predictive for all career stages?\",\"answer\":\"Scores are more likely to predict classroom effectiveness earlier in a teacher’s career, and the research focuses on candidates new to the profession, limiting conclusions for recruiting experienced teachers.\"}]","Predicting Later Classroom Practice | PDF",1792049552,18]