Exploring Potential Research Uses of Connecticut's Beginning Teacher Portfolios in Mathematics and Science -- A Small Grant for Exploratory Research

Wested, San Francisco CA

Investigators

Abstract

This project, a collaboration between NCISE and the Connecticut State Department of Education will investigate the research potential of the portfolios required of all Connecticut second-year mathematics and science teachers and compare multiple avenues of new research that address issues of national significance for improvement of teacher preparation and induction. The study poses the following questions: 1. What mathematics or science content do well-qualified and supported beginning teachers know, and what is the quality of their mathematics and science instruction? 2. How does the teaching quality of second-year teachers vary with the extent and nature of district- and school-level support provided during their first year? 3. What gains do teachers who fail the portfolio submission upon resubmission make? 4. What professional development benefits accrue to teachers who score the portfolios? 5. What aspects of Connecticut's program are transferable and under what conditions? 6. How can preservice faculty use the portfolios to improve their courses?