Does practice make perfect? Evaluating the impact of deliberate practice and coaching in teacher training

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Kissau, S., Dack, H., & Fitchett, P. (2022). Does practice make perfect? Evaluating the impact of deliberate practice and coaching in teacher training.
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Description

Faced with declining interest in becoming a teacher, increasing competition from cheaper and faster alternative licensure programs, and growing criticism that teacher training is too theoretical, university-based teacher training programs must evolve to remain viable. Following receipt of a grant to inform and guide its curriculum reform, the Department of Middle, Secondary, and K-12 Education, in the Cato College of Education, has redesigned its graduate initial licensure programs to make them more convenient, cost-effective, and time-sensitive, while improving quality by becoming more practice-based, and attentive to high-leverage (focus) practices and opportunities for candidate rehearsal and coaching. Scheduled to be launched in summer (2019), the Department seeks to investigate the impact of this program re-design. Using a mixed methodology, the research team plans to use interview data, scores from an externally-scored performance-based assessment (edTPA), the Classroom Assessment Scoring System (CLASS), and enrollment numbers to investigate the impact of this re-design on teacher candidate preparation, performance, and enrollment. The project has the potential to a) enhance teacher candidate preparation, b) improve test scores and graduation rates, c) increase program enrollment, and d) guide and inform the re-design of other initial licensure programs in the Department and across the Cato College of Education.

Details
Title

Does practice make perfect? Evaluating the impact of deliberate practice and coaching in teacher training

Author(s)

Kissau, Scott
Dack, Hilary
Fitchett, Paul

UNC Charlotte Affiliate Type

Faculty

Publisher

UNC Charlotte, Center for Teaching and Learning

Extent

1 online resource

Date Created

2022

Material Type

Other
Presentation

Genre

presentations (communicative events)

Resource Type

text

Abstract

Faced with declining interest in becoming a teacher, increasing competition from cheaper and faster alternative licensure programs, and growing criticism that teacher training is too theoretical, university-based teacher training programs must evolve to remain viable. Following receipt of a grant to inform and guide its curriculum reform, the Department of Middle, Secondary, and K-12 Education, in the Cato College of Education, has redesigned its graduate initial licensure programs to make them more convenient, cost-effective, and time-sensitive, while improving quality by becoming more practice-based, and attentive to high-leverage (focus) practices and opportunities for candidate rehearsal and coaching. Scheduled to be launched in summer (2019), the Department seeks to investigate the impact of this program re-design. Using a mixed methodology, the research team plans to use interview data, scores from an externally-scored performance-based assessment (edTPA), the Classroom Assessment Scoring System (CLASS), and enrollment numbers to investigate the impact of this re-design on teacher candidate preparation, performance, and enrollment. The project has the potential to a) enhance teacher candidate preparation, b) improve test scores and graduation rates, c) increase program enrollment, and d) guide and inform the re-design of other initial licensure programs in the Department and across the Cato College of Education.

Subjects--Topics

Teachers--Training of
Education, Higher

Language

English

Permalink

http://hdl.handle.net/20.500.13093/work:265

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