Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework…

Systemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs. The authors describe challenges that were confronted around the deployment of Louisiana's VAA of TPPs. The discussion is organized…

In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and improvement of teacher education programs. They begin with a review of recent research on how evidence has been used to examine the effectiveness of teacher preparation and development. Using empirical evidence from a state…

The Performance Assessment for California Teachers (PACT) was developed in response to a California State mandate (SB 2042), requiring teacher preparation programs to use performance assessments as one measure in making credentialing decisions. In this article, results are examined from statewide implementation of the PACT assessments during the…

The status of professional growth of teachers, some current factors influencing professional stability, and some of the key elements to better inservice programs are examined. (MM)

Proposed guidelines for preparing teachers to meet the unique challenge of teaching adolescent students are outlined. (JD)

Dimensions of teacher development that warrant special attention in the move to improve the quality of the experienced teacher work force are discussed. Common features of teacher development programs, characteristics of effective programs, and elements commonly omitted from programs are described. (DF)

Reviews of professional literature identify characteristics of effective staff development programs and inservice activities. Purposes for staff development include: pedagogical growth and understanding and discovery of self as well as cognitive, theoretical, professional, and career development. (DF)

Selected ERIC abstracts dealing with aspects of organizational change are offered. These articles explore specific approaches, priorities to consider, and offer advice for beginning organizational change in teacher education programs. (DF)

Administrative techniques for improving and strengthening teacher education programs are presented. (JD)

This article explores the National Institute of Education's project on the use of research information to improve teacher education programs. The processes used to assist in producing change in 10 teacher education programs are discussed. (DF)

A critical review of the Preservice Teacher Education Improvement Project observes both the project as a whole and the efforts of the various institutions involved. An alternative view for improving teacher education programs is suggested. (DF)

Effective improvement of accreditation standards for teacher education institutions must deal with deeply rooted problems such as inadequate educational finance and staffing. (LH)