This study utilizes an alignment-crosswalk of metro-Los Angeles public K-12 school districts’ teacher evaluation items and the California Teacher Performance Expectations to determine which local school district evaluation items do not align with pre-service preparation course work standards, and which pre-service preparation course work standards are not assessed by local school districts. Findings initially indicated that many districts utilize the California Standards for the Teaching Profession, a set of standards defined by the same California regulatory body which responsible for developing and authorizing the California Teacher Performance Expectations. Initial findings also included school district evaluations not aligned to the California Standards for the Teaching Profession which were also crosswalked with the Teacher Performance Expectations to determine their alignment and non-coverage areas. Content analysis and Critical Discourse Analysis were performed to determine what gaps exist between preservice teachers’ preparation standards and in-service early-career evaluation standards.
|Advisor:||Ulanoff, Sharon H.|
|Commitee:||Fingon, Joan C., Hafner, Anne, Mattheis, Allison|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Teacher education, Education, Educational evaluation|
|Keywords:||Alignment, California Standards for the Teaching Profession, Teacher Performance Evaluation, Teacher Preparation|
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