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The authors describe work within an urban teacher residency supported by federal grants that emphasized clinical experience and accountability, enabling experimentation with multiple measures and data collection processes to improve program effectiveness.",{"@graph":14,"@context":72},[15,34,55],{"@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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University  \nVolume 28 Number 128 August 24 , 2020 ISSN 1068-2341  \nUsing Multiple Measures of Teaching Quality to Strengthen  \nTeacher Preparation1  \nJarod Kawasaki  \nCalifornia State University, Dominguez Hills  \nKaren Hunter Quartz  \nJosé Felipe Martínez  \nUniversity of California, Los Angeles  \nUnited States  \nCitation: Kawasaki, J., Quartz, K. H., & Martínez, J. F. (2020). Using multiple measures of teaching quality to strengthen teacher preparation. Education Policy Analysis Archives, 28(128) .  \n[https://doi.org/10.14507/epaa.28.5001](https://doi.org/10.14507/epaa.28.5001)  \nAbstract: We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program  \n1 This research was supported by a grant from the U.S. Department of Education as part of the Teacher Quality Partnership Initiative, Award U405A090159. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the U.S. Department of Education.  \nhoused in a university’s teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement.  \nKeywords: program evaluation; multiple measures; teacher learning; urban teacher residency; teacher preparation  \nUsar múltiples medidas de la calidad de la enseñanza para fortalecer la preparaciónde los maestros  \nResumen: Argumentamos que los programas de preparación docente que consideran enfoques para evaluar la calidad de la enseñanza deben elegir medidas que representen adecuadamente la complejidad de la enseñanza, que tengan un valor formativo para ayudar alos candidatos a docentes a desarrollarse como docentes altamente calificados y considerar el contexto, la misión y las personas que el programa desea. servir. Los autores son parte de unequipo de investigación que trabaja con un programa de residencia de profesores urbanosubicado en el programa de formación de profesores de una universidad. El mayor enfoqueen la experiencia clínica y la responsabilidad obligatoria que acompañan a las subvenciones federales creó un espacio fértil para experimentar con diferentes tipos de medidas y enfoques de recopilación de datos, mucho más allá de lo que es típico en los programas tradicionales de formación docente. Discutimos la filosofía y las consideraciones que informaron laselección de estas medidas en el programa, y los procesos que se siguieron para usar estos datos de manera que consideren la complejidad de la enseñanza y honren el valor de los datos como una herramienta para la mejora del programa.  \nPalabras-clave: evaluación de programas; múltiples medidas; aprendizaje docente; residencia urbana de maestros; preparación del maestro  \nUsando múltiplas medidas de qualidade de ensino para fortalecer a preparação de professores  \nResumo: Defendemos que os programas de preparação de professores que consideramabordagens para avaliar a qualidade do ensino devem escolher medidas que representemadequadamente a complexidade do ensino, tenham valor formativo no ","cbCaisgSELOUi2wd","https://ap.wps.com/l/cbCaisgSELOUi2wd","pdf",399394,"English","# Abstract\n# Introduction\n## Accreditation standards and accountability mandates\n# Keywords","[{\"question\":\"Why does the paper emphasize using multiple measures of teaching quality?\",\"answer\":\"Because teaching quality is complex, the authors argue that assessment approaches must select measures that appropriately represent that complexity and support candidate development.\"},{\"question\":\"What national policy change prompted the research focus?\",\"answer\":\"New accreditation standards for teacher preparation required programs to collect and use P-12 student outcome data alongside multiple measures of teaching practice.\"},{\"question\":\"How did the urban teacher residency context influence measurement choices?\",\"answer\":\"Federal grants increased attention to clinical experience and mandated accountability, creating space to experiment with different measurement types and data collection approaches for program improvement.\"}]","Using Multiple Measures of Teaching Quality to Strengthen Teacher Preparation - Article | PDF",1792093799,48]