A Case Study of a Multi-Faceted Approach to Evaluating Teacher Candidate Ratings

Abstract

Field experiences are employed by P-12 educator preparation programs (EPPs) through-out the world to provide preservice teachers authentic opportunities to link theory with real-life teaching (Darling-Hammond, 2010; Reagan et al., 2019). A common component of these experiences is the observation of teacher candidates by trained preservice teacher supervisors during field-based practicums, student teaching, and internships. These observations are conducted by a variety of educational personnel involved in the training and development of preservice teachers. EPP faculty, field experience supervisors, and classroom teachers who host teacher candidates may serve as supervisors to provide preservice teachers valuable feedback about their performance based on each supervisor ’ s educational expertise.