Evidence-Based Decision-Making in Teacher Preparation

Authors

Kristen Crabtree-Groff

DOI

10.58809/OZIP3301

Abstract

Cooperative Learning, Flexible Grouping, and Scaffolding to name a few. Each of these strategies asks teachers to make instructional decisions based on the collection and analysis of data. In addition, classroom management practices, authentic assessment and student growth measures necessitate clear evidence gathering. As teacher candidates progress through their programs, they should encounter evidence-based decision-making — multiple means of collecting evidence, analyzing the evidence, setting goals, and evaluating results – throughout their coursework. We ask our teacher candidates to be reflective practitioners, in essence we ask them to use information to make evidence based decisions. The current pressures of accountability and the vision of supporting the learning of all students require evidence-based decision-making as a tool in any teacher’s repertoire.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

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Comments

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Recommended Citation

Crabtree-Groff, Kristen (2010) "Evidence-Based Decision-Making in Teacher Preparation," Academic Leadership: The Online Journal (2003-2012): Vol. 8: Iss. 4, Article 21.
DOI: 10.58809/OZIP3301
Available at: https://scholars.fhsu.edu/alj/vol8/iss4/21