Developing Systems for High-Quality Feedback to Teacher Candidates: Lessons Learned from 11 California State University Teacher Preparation Programs

Abstract

This paper describes how  11 California State University teacher preparation programs (TPPs) participating in the New Generation of Educators Initiative (NGEI) transformed the way they provide feedback to candidates by: 1) identifying prioritized skills that define high-quality teaching; 2) selecting or developing a classroom observation rubric; 3) providing training to classroom observers; and, 4) establishing procedures and expectations for how candidates would receive feedback. NGEI was a multiyear effort to improve teacher preparation at 11 California State University TPPs in partnership with local public-school districts.

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