Document Type
Article
Publication Title
Voices for Educational Equity
Abstract
The goal of the NSF Robert Noyce Teaching Scholarship is to attract and support highly qualified STEM majors to become secondary-education teachers that are prepared to teach in high-needs schools. At Lewis University program activities targeted 1) teaching diverse learners, 2) inquiry and active-learning pedagogies, and 3) strengthening content knowledge. When the climate in education changed nationally mid-grant, activities to explicitly address culturally-relevant practices were developed. Since this emphasis was not directly addressed in the grant evaluation, here the use of student teaching evaluations as a tool to assess preparation in culturally-relevant practices is explored. Although some distinctions between Noyce and non-Noyce candidates can be seen, the variability in evaluators and the complexity of the evaluation components obscure the significant differences in preparedness reported by mentors in the first years of service. New program requirements for culturally-responsive practices from the Illinois State Board of Education will take effect in 2025. Given that the current teaching evaluation components do not clearly address these practices, we recommend significant revisions to simplify criteria and align directly with the new program requirements.
First Page
58
Last Page
75
Publication Date
8-2022
Recommended Citation
Bixby, Teresa J. and Landando, Lauren, "Using Student Teaching Evaluations to Assess the Efficacy of a Robert Noyce Teaching Scholarship in Preparing Candidates for Culturally-Responsive Practices" (2022). Chemistry Department Faculty Articles. 1.
https://digitalcommons.lewisu.edu/chemistry_facpubs/1
Included in
Chemistry Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons
