This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators, and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education.
The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents, for the first time, a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal.
This book offers the insider story of the conceptualization, design, and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities, government agencies, and schools, and using participatory approaches to advance new thinking about evidence-informed inquiry, cross-institutional moderation, and innovative digital infrastructure.
The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions.
Part 1. Conceptualization, Design and Implementation 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability 4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness 5. Teaching Performance Assessments and Considerations of Fairness (Joy Cumming and Diana Pullin) Part 2. Data Analytics, Systems Thinking and Digital Architecture 6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact? 10. Teaching performance assessments and considerations of potential legal challenges (Diana Pullin and Joy Cumming) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards
"Professionalizing Teacher Education: Performance Assessment, Standards, Moderation, and Evidence provides original, informative and significant insights into the black box of the design, development, validation, standard setting and implementation of the Graduate Teacher Performance Assessment (GTPA®) in Australia, as well as an account of the innovative and distinctive approach to cross-institutional standards-referenced moderation adopted. As such, this book will be necessary reading for all those interested in authentic assessment practices, in intelligent accountability, in teacher education reform and in improving the status and professionalism of both teacher education and teaching."
Professor Bob Lingard PhD FASSA FAcSS, Australian Catholic University
"This is an important book, providing an empirical response to the perennial question: 'What’s good enough for beginning teachers, and how would you know?' It draws substantially on a major national standard setting, benchmarking, and moderation reform initiative. This is an impressive contribution to the international debate, theoretically grounded, and empirically sophisticated."
Bill Louden AM, Emeritus Professor of Education, University of Western Australia