Sharing the Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric
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How to Cite

Yun, C., & Bennett, L. (2018). Sharing the Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric. Educational Renaissance, 6(1). Retrieved from https://educationalrenaissance.org/index.php/edren/article/view/110

Abstract

This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job. 

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