Exemplary Performance of Pre-service Teachers Defined by HC120809023321


									                    Exemplary Performance of Pre-service Teachers Defined

                                         Geri Corcoran
                                     Charles Xiaoxue Wang

                                Instructional Technology Program
                                     Georgia State University

                                       Short Description

Exemplary performance is the performance against which all others should measure themselves.
Pre-service teachers cannot strive for exemplary performance unless the exemplary model has
been defined. A performance analysis was conducted to depict both actual and exemplary
performance of pre-service teachers to find out the performance gaps. This proposal describes
the design, implementation, analysis of this project with a focus on exemplary performance of
pre-service teachers and its implications for teacher preparation programs.



The Department of Middle Secondary Education was the first department at Georgia State

University to provide alternative paths to the teaching profession. Starting in 1994, programs

leading to teaching certificates were designed in foreign language, mathematics and science

(Dias & Hassard, 2001). They are called The TEEMS Programs (Teacher Education

Environments in Mathematics and Science). As these programs evolve, there is a great need to

depict the actual and exemplary teaching performance of the pre-service teachers in TEEMS

programs and reveal the performance gaps for their improvement. A performance analysis

project was conducted at Georgia State University by a group of faculty and students taking a

doctoral seminar course of Human Performance Technology (HPT). The project last for about

three month and produce a huge amount of data regarding teaching performance of pre-service

teachers. This proposal describes the design, implementation, analysis of this project with a focus
on exemplary performance of pre-service teachers and its implications for teacher preparation


Key Terms:

The working definitions of the key terms and concepts used in this proposal includes the


Pre-service Teachers: Pre-service teachers are students in educational programs that prepare

them to obtaining their teaching certificates and become professional teachers. Specifically in

this project, pre-service teachers are students in the TEEMS programs at Georgia State

University. The teaching experience of pre-service teachers is usually limited to their student-

teaching assignments where they share the stage with an experienced professional teacher.

Performance: The outcomes of behavior (NIckols, 19XX). Accomplishments that we value

(Gilbert, 19XX). In this teaching performance analysis project, accomplishment are measured in

five key areas. 1) foundational knowledge and skill in their area of specialization, 2) application

of pedagogical theories, 3) technology integration, 4) design and development of

learning/instructional materials, and 5) social and communication skills.

Typical Performance: Performing with average competence among the per-service teachers.

Exemplary Performance: The worth of the historically best instance of the performance (Gilbert,

19XX). In this proposal, it refers to the worth of best instances in above five key areas of

teaching performance identified among the pre-service teachers.
Design and Implementation:

This performance analysis project was designed and implemented by a group of faculty and

students taking a doctoral seminar course of human performance technology at Georgia State

University. It was designed to define exemplary performance in support of several subsequent

analyses, which included definition and measurement of the performance gap between typical

pre-service teacher performance and exemplary pre-service teacher performance; and

identification of potential support tools that may help new teachers bridge the gap between

typical and exemplary performance.

The first phase of the project included refining the intention of the project. Subject matter

experts (SMEs) were asked to confirm the reasonableness of the project proposal. In the second

phase, a plan for executing the project and sample data-gathering instruments were created and

reviewed by SMEs. The data-gathering instruments were structured interviews and surveys. A

beta test of the instruments and data collection methods occurred during the second phase.

Three other university faculty members experienced with research and instrument development

reviewed and validated the instruments. The third phase was the data-gathering phase. The

researchers were divided into two groups. Although all project team members participated in the

design of the project, methods, and instruments, they implemented the project separately to

increase the reliability of the analysis. In the fourth phase, an initial synthesis of the data was

performed. All stakeholders in the project reviewed the preliminary data to determine if further

analysis was required. The fifth phase was the final phase in which the formal research report of

findings and recommendations was written.
The data collected by each group was collected from similar sources at six levels: 1) department

heads, 2) TEAM program coordinators, 3) TEAM program teachers, 4) mentors and

administrators of new teachers, 5) new teachers in teaching practice, 6) students of those new

teachers in teaching practice. The data collected were analyzed and interpreted together by all of

the researches of both groups.


Exemplary new teachers demonstrate a high level of confidence five key areas:

    1. Foundational knowledge and skill in their area of specialization

    2. Application of pedagogical theories

    3. Technology integration with their curriculum

    4. Design and development of learning materials

    5. Their social and communication skills

The results of this research have implications for students as well as pre-service teaching

programs. Complete project results will be presented with actual data and the instruments used

to collect the data.


        Dais, M. & Hassard, J. (2001) From practice to theory, narrowing the gap: First year

science teachers emerging from a constructivist science education program. Paper presented at

the Annual Meeting of the Assciation for Education of Teachers in Science, Costa Mesa,

California, January 18-21, 2001.

        Add other references here.

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