Susan A. Colby

Preservice teachers teach writing: Implications for teacher educators

Abstract This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and applied the course content in a highly individualistic manner suggesting that they also must be scaffolded in the learning process; and the design and organization of the field‐based experience was an influential variable in their learning. Effective components of a field‐based experience included working with a small group of students, teaching in groups of three, and receiving support and feedback from a variety of sources.

Who's Teaching, Who's Learning? Analyzing the Professional Growth of Graduate Student Tutors

This qualitative study examined the professional growth of literacy teachers as they scaffolded students’ one‐to‐one literacy learning within a university reading clinic tutoring experience. These teachers – graduate students within a reading education program – documented both their own learning and that of their students through various venues. These included the data sources considered for this study: teaching videotapes, email correspondence with the university instructor, online discussions with colleagues, and final reflective essays. Findings suggested that substantive learning by these literacy teachers influenced not only their tutees but also their own professional growth, impacting their classroom practice and the wider educational community. Implications of such teacher learning within educational settings employing high‐stakes testing and accountability were considered.

Impact of an Assessment Course on Teacher Candidates’ Assessment Literacy

Understanding effective and appropriate techniques for assessing student learning has never been as critical and political as is it is today. Accurate assessment methodologies employed in public schools are vital to the interpretation of student achievement data through which school effectiveness is being measured. Although there is a need, research has shown that preservice teachers are not receiving adequate training in their teacher preparation courses. The authors of this study examined the assessment literacy of teacher candidates before and after completing a required assessment course in their teacher preparation program. Teacher candidates (N = 190) were asked to complete the Assessment Literacy Inventory as a pretest measure and posttest measure. Findings revealed that certain aspects of assessment literacy were present before the course, but also that exposure to the course potentially increased assessment literacy in some areas. Implications for researchers and practitioners are included.

Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL) is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation.