Indiana University SPEA Edward J. Bloustein School of Planning and Public Policy University of Pennsylvania AIR American University

Panel: Building a Better Teacher: Teacher Preparation, Student Teaching, and Teacher Coaching

Thursday, November 12, 2015: 1:45 PM-3:15 PM
Flamingo (Hyatt Regency Miami)

*Names in bold indicate Presenter

Panel Organizers:  Paul T. von Hippel, University of Texas, Austin
Panel Chairs:  Jane Arnold Lincove, University of Texas, Austin
Discussants:  Sean Corcoran, New York University

Seeking Exceptional Teacher Preparation Programs Among Many Noisy Estimates: The Danger of Being Fooled By Randomness
Paul T. von Hippel1, Cynthia Osborne2, Jane Arnold Lincove1, Nicholas Mills1 and Laura Bellows3, (1)University of Texas, Austin, (2)University of Texas at Austin, (3)University of Texas

Evaluating Teacher Preparation Using Observational Data
Shanyce Campbell and Matthew Ronfeldt, University of Michigan

Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Career Paths and Effectiveness
Dan Goldhaber, University of Washington, John Krieg, Western Washington University and Roddy Theobald, Center for Education Data and Research

Exploring Mechanisms of Effective Teacher Coaching: A Tale of Two Cohorts from a Randomized Experiment
David Blazar, Harvard University and Matthew Kraft, Brown University

Teacher quality is important to student success, and teachers can and do improve, especially during their early years of teaching. While much of the policy conversation around teacher quality involves ways of attracting, retaining, and rewarding the best teachers, teaching is a very large profession and there are only so many stars. In order to substantially improve average teacher quality, we must identify ways of making ordinary teachers better both before and after they enter the classroom. As discussed in Elizabeth Green's 2014 book Building a Better Teacher, we can't just buy better teachers. We have to build them. This session estimates the effects of programs that attempt to improve teachers at several stages of their career. We start with preservice teacher preparation programs, continue with student teaching for novice instructors, and finish with coaching for more experienced teachers.
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