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Performance Assessment for California Teachers (PACT) Teaching Event: Using a State Accountability Measure of Teaching to Enhance Critically Reflective Practice
Unformatted Document Text:  Performance Assessment for California Teachers (PACT) Teaching Event: Using a State Accountability Measure of Teaching to Enhance Critically Reflective Practice Statement of the Issue This study analyzes the inquiry skills and analytical discourse of a cohort of five preservice secondary science teachers as they learn to teach during their second semester of a four-semester teacher education program. In that semester the preservice teachers were all student teaching in middle school science classrooms, preparing the Performance Assessment for California Teachers (PACT) Teaching Event and participating in a weekly three-hour teaching seminar. Qualitative data collected included transcripts of the weekly seminar, copies of all materials used in the seminar and all drafts of the Teaching Event. In the seminar the instructor developed a formal discussion protocol using the Teaching Event as scaffolding for preservice teachers to investigate and reflect on their student teaching experience. This paper discusses how the Teaching Event along with a formal discussion protocol assists preservice teachers to understand and develop critically reflective practice. The study expands on what is coming to be the conventional view of teacher development – centering teacher education in practice and within a collaborative setting (Ball and Cohen, 1999; Huberman, 1995; Lampert and Ball, 1998; Wilson and Berne, 1999). It extends the idea of examining one’s own teaching practice beyond personal reflection (Zeichner, 1996) and supports a model that develops teachers’ capabilities to examine classroom teaching (Lampert and Ball, 1998) and to collaborate with peers to improve their teaching practice (Little, 1990; Wineburg and Grossman, 1998). In response to California Senate Bill 2042, which requires all preservice teachers to pass a state approved examination in order to receive a preliminary teacher credential, a consortium of California teacher education institutions 1 designed and pilot tested a performance-based summative assessment known as the Teaching Event during the spring, 2003. The Teaching Event requires preservice teachers to plan, teach and analyze a teaching segment of five to seven days. The purpose of the Teaching Event is twofold. First, for preservice teachers, the Teaching Event focuses their attention on examining their teaching practice in four areas: planning, instruction, assessment, and English development. Second, for teacher education programs, the Teaching Event provides data that illuminates program strengths and weaknesses, which can be analyzed for program improvement. If teachers are to closely examine their own teaching practice in a collaborative setting throughout their careers, teacher education programs must begin the process of developing teachers’ capacity for critically reflective practice. Although the Teaching Event was designed as a summative assessment for teacher certification, this study investigates the Teaching Event as part of a method in developing collective professional inquiry among preservice teachers in a teacher education program. Literature Review 1 The PACT consortium consists of the teacher education programs of the University of California, Stanford University, Mills College, and a few of the California State University teacher education programs.

Authors: nagle, james.
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Performance Assessment for California Teachers (PACT) Teaching Event: Using a State
Accountability Measure of Teaching to Enhance Critically Reflective Practice
Statement of the Issue
This study analyzes the inquiry skills and analytical discourse of a cohort of five
preservice secondary science teachers as they learn to teach during their second semester
of a four-semester teacher education program. In that semester the preservice teachers
were all student teaching in middle school science classrooms, preparing the Performance
Assessment for California Teachers (PACT) Teaching Event and participating in a
weekly three-hour teaching seminar. Qualitative data collected included transcripts of the
weekly seminar, copies of all materials used in the seminar and all drafts of the Teaching
Event. In the seminar the instructor developed a formal discussion protocol using the
Teaching Event as scaffolding for preservice teachers to investigate and reflect on their
student teaching experience.
This paper discusses how the Teaching Event along with a formal discussion
protocol assists preservice teachers to understand and develop critically reflective
practice. The study expands on what is coming to be the conventional view of teacher
development – centering teacher education in practice and within a collaborative setting
(Ball and Cohen, 1999; Huberman, 1995; Lampert and Ball, 1998; Wilson and Berne,
1999). It extends the idea of examining one’s own teaching practice beyond personal
reflection (Zeichner, 1996) and supports a model that develops teachers’ capabilities to
examine classroom teaching (Lampert and Ball, 1998) and to collaborate with peers to
improve their teaching practice (Little, 1990; Wineburg and Grossman, 1998).
In response to California Senate Bill 2042, which requires all preservice teachers
to pass a state approved examination in order to receive a preliminary teacher credential,
a consortium of California teacher education institutions
designed and pilot tested a
performance-based summative assessment known as the Teaching Event during the
spring, 2003. The Teaching Event requires preservice teachers to plan, teach and analyze
a teaching segment of five to seven days. The purpose of the Teaching Event is twofold.
First, for preservice teachers, the Teaching Event focuses their attention on examining
their teaching practice in four areas: planning, instruction, assessment, and English
development. Second, for teacher education programs,
the Teaching Event provides data
that illuminates program strengths and weaknesses, which can be analyzed for program
improvement.
If teachers are to closely examine their own teaching practice in a collaborative
setting throughout their careers, teacher education programs must begin the process of
developing teachers’ capacity for critically reflective practice. Although the Teaching
Event was designed as a summative assessment for teacher certification, this study
investigates the Teaching Event as part of a method in developing collective professional
inquiry among preservice teachers in a teacher education program.
Literature Review
1
The PACT consortium consists of the teacher education programs of the University of California,
Stanford University, Mills College, and a few of the California State University teacher education
programs.


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