1. The Wicked Problem of Measuring the Impact of Teacher Preparation: Increasing Rigor in Documenting Preparation Practices
Larry Maheady, Buffalo State University
Kristin Sayeski, University of Georgia
The IRIS Center is funded through a cooperative agreement U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E The contents of this presentation do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

2. Click to access handout
The “Wicked Problem”

3. IRIS Impact and Other TPP Studies
There is a need
to move beyond discussions related to “what” needs to be addressed within TPP to discussions related to “how” content and skills should be addressed
for TPP to “take the lead” on documenting impact (rather than leaving it to others to determine what should be collected and how those data are to be interpreted)
to gain meaningful insights on practice in order to capture the potential of TPP (program evaluation)

4. Knowledge and Perception Study
Study #1: Knowledge and Perception Study (IRIS Impact)
Experimental, Pretest-Posttest-Maintenance Across Three Conditions (n = 115)
Knowledge and Perception Study
Group #1
Group #2
Group #3
Week 1:
Peer Assisted Learning Strategies
Independent
Flipped
Facilitated
Week 2: Comprehensive Classroom Management
Week 3: Accommodations: Instructional and Testing

5. Skill Development Study
Study #2: Skill Development: Distributed vs. Massed Practice (Phoneme-Grapheme Correspondence)
Skill Development Study

6. Study #3: Skill Development of a HLP: Opportunities to Respond
HLP Skill Development
Study #3: Skill Development of a HLP: Opportunities to Respond
Experimental, Pretest-Posttest Across 2 Conditions (n = 48)
Does distributed practice with performance feedback result in differences in teacher candidates’ knowledge of OTR when compared to a massed practice condition with no practice feedback?
Does distributed practice with performance feedback result in teacher candidates’ delivery of a higher ratio of OTR during a microteaching lesson when compared to the instructional delivery of candidates who received massed practice with no practice feedback?
Does distributed practice with performance feedback result in differences in teacher candidates’ capacity to accurately deliver specific OTR strategies when compared to a massed practice condition with no practice feedback?
Does distributed practice with performance feedback result in differences in teacher candidates’ perceptions of competence for the delivery of OTR?

7. Two Significant Gaps Teacher Preparation Teacher Practice
What effects do preparation experiences (i.e., coursework, clinical experiences, IRIS modules, and student teaching) have on candidate practice (i.e., what they do instructionally in authentic settings)?
Which program components are most likely to impact candidate practice?
Which practices should be taught to improve student outcomes?
How should preparation programs be structured and implemented to improve candidate practice?
Teacher Practice Student Learning
What effect(s) does candidate practice have on important student outcomes?
Are some practices more effective than others in improving student outcomes?
How might these practices be disseminated more broadly and sustained in P-12 settings?

8. Strengthen Preparation-to-Practice Link
Short-term
Examine effects of varied preparation experiences (e.g., modeling, role- playing, IRIS modules) on limited range of teaching practice(s); linking to student learning if possible)
Clinical experiences delivered via School-University Partnerships built around improving student outcomes
Long term
Track candidates beyond initial school placements, monitor performance, and link to ongoing measures of student progress
Examine effects of induction and professional development models on practice and student learning

9. Strengthen Practice-to-Learning Link
Short term
Conduct more research linking candidate practice to important student outcomes
Consider infusing studies as program requirements (e.g., capstone research experiences)
Link research to specific student and school needs (i.e., What is your biggest instructional challenge & how can we help?)
Long Term
Comprehensive data collection, management, and analysis systems
Longitudinal research on teachers, practice, and student learning
Build a broader evidence-based culture in schools

10. Developing Practice Continuum
A Continuum of Options for Developing Practice
Developing Practice Continuum

11. Final Thoughts
Linking teacher education to student outcomes is a “wicked problem”
It cannot be “solved,” but we can strengthen links between
Our preparation experiences and what candidates do instructionally
Learn what effects their practice has on important student outcomes
Strengthen these links by:
Building solid School-University partnerships focused on improving student outcomes
Allocating more time and effort to promoting use of signature set of practices (High Leverage Practices and Evidence-Based Practices)
Studying preparation, practice, and student learning using rigorous research designs