Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement

Abstract

This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants’ practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates’ ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success. Keywords: formative assessment, educator preparation, continuous improvement