|Title:||The Teacher Pipeline in Massachusetts: Connecting Pre-service Performance Measures to In-service Teacher Outcomes|
|Principal Investigator:||Theobald, Roddy||Awardee:||American Institutes for Research (AIR)|
|Program:||Researcher-Practitioner Partnerships in Education Research [Program Details]|
|Award Period:||2 years (07/01/2017 – 06/30/2019)||Award Amount:||$399,344|
|Goal:||Researcher-Practitioner Partnership||Award Number:||R305H170025|
Co-Principal Investigators: Carrie Conaway (Massachusetts Department of Elementary and Secondary Education; ESE), James Cowan (AIR), Heather Peske (ESE)
Partner Institutions: Massachusetts Department of Elementary and Secondary Education (ESE)
Purpose: As part of its efforts to develop its teaching workforce, the Massachusetts Department of Elementary and Secondary Education (ESE) has teacher evaluation systems that span the entire teacher pipeline. These include surveys of supervising practitioners and teacher candidates during the preservice clinical internship; a new practice-based preparation program completion assessment (the Candidate Assessment of Practice, or CAP); surveys of first-year teachers and their principals; and the state's summative performance assessment of in-service teachers. Partners will work together to explore the predictive validity of these pre-service teaching measures and later in-service teaching outcomes and student outcomes. Partners will also explore the differences in pre-service teaching performance by licensure pathways, by teacher preparation program, and by content specialization to inform ESE whether classroom context should be considered when using these measures in its program review process.
Partnership Activities: Personnel from ESE and the Center for the Analysis of Longitudinal Data in Education Research (CALDER), housed within the American Institutes for Research (AIR) will jointly develop the ongoing research agenda, participate in monthly phone calls to monitor the progress of the project and create a shared understanding of how research findings inform ESE's policy priorities, and interpret and disseminate research findings during annual advisory board meetings that bring key personnel from ESE and CALDER together with representatives from two different advisory groups that will support the work of the partnership.
Setting: The work will take place in Massachusetts.
Population/Sample: Participants include all teacher candidates in Massachusetts teacher preparation programs and all students and teachers in public schools in Massachusetts starting in school year 2014–2015 through the present.
Data Analytic Strategy: Partners will estimate a simple duration model measuring the number of years before a teacher finds a teaching position, and then estimate OLS regressions in which the outcome is one of the in-service outcomes (i.e., probability of entry into the State's public teaching workforce; and formal teacher evaluations and value-added scores) and the independent variables of interest are the preservice measures (i.e., surveys of supervising practitioners and teacher candidates during the preservice clinical internship and a new practice-based preparation program completion assessment (the Candidate Assessment of Practice, or CAP). Partners will also model each of the pre-service and in-service measures described above as a function of indicators for whether a teacher entered the teaching profession with a preliminary teaching license, and then will supplement these models with information on the particular institutions teacher candidates attend.
Outcomes: The partnership will lead to evidence of the predictive validity of the State's pre-service teaching measures and preliminary evidence to shape the State's evaluation approach to pre-service approval. CALDER and ESE will work together to identify future research opportunities.