Supporting Induction Teachers’ Development Using Performance-Based Video Evidence

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West, R.E., Rich, P.J., Shepherd, C.E., Recesso, A. & Hannafin, M.J. (2009). Supporting Induction Teachers’ Development Using Performance-Based Video Evidence. Journal of Technology and Teacher Education, 17(3), 369-391. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28249.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Richard E. West, Peter J. Rich, Brigham Young University, USA; Craig E. Shepherd, University of Wyoming, USA; Arthur Recesso, Michael J. Hannafin, University of Georgia, USA

Abstract

This research study was designed to inform the development of a new teacher assessment model. The goal of the Teacher Success Model (TSM) initiative is to develop a systematic, evidence-informed statewide model for teacher assessment. While the initiative included all teachers, support professionals, and evaluators, this study focused on induction teachers and their mentors/administrators. Overall, our findings suggested that participants could find examples of key attributes in videos of teaching practice and that group reflection and discussion about the practices in the videos enabled everyone to develop their understanding of what constitutes evidence of effective teaching. Findings from this study will guide further development of the TSM assessment model into a multi-faceted, evidence-informed, teacher-participatory model of assessment appropriate for higher stakes decision-making.

Keywords

• Leadership
• Assessment
• Evaluation
• Portfolios
• Developmental Stages
• Administrators
• Mentoring
• Computers
• Video

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