PPAT National Teacher of the Year Video

Transcript Body

Erin Sponaugle, 2014 West Virginia Teacher of the Year – We absolutely have to have assessment for beginning teachers before they enter the profession and are given the keys to their very first classroom.

Ryan Devlin, 2014 Pennsylvania Teacher of the Year – I think the assessments that we really need to take a look at in the teaching profession are ones that are more hands-on where students are having the opportunity to actually be a teacher.

Karyn Dickerson, 2014 North Carolina Teacher of the Year – It’s not just putting pen to paper, answering multiple choice questions or maybe writing an essay or two. But how can you prove it and document it. How can you demonstrate it.

Jemelleh Coes, 2014 Georgia Teacher of the Year – There has to be a practical or performance assessment when assessing whether or not a teacher is ready for licensure.

Dr. Cathy Owens-Oliver, Client Relations Director, ETS Teacher Licensure and Certification Program – The PPAT Assessment is a student teaching portfolio which allows teacher candidates to demonstrate not only what they know about teaching practice, but what they’re able to do in the real-world classroom.

Luke Foley, 2014 Vermont Teacher of the Year – What I would love to see from assessments is maybe a wider variety with a lot of applications and sort of using those to identify patterns or trends, challenges and weaknesses. And really using that as a conversation starter as opposed to an end-all, be-all measurement.

Karyn Dickerson, 2014 North Carolina Teacher of the Year – Looking at how they teach a model lesson and having them write a rationale for why they made those choices. Having them document how they would help a student grow.

Holly Bloodworth, 2014 Kentucky Teacher of the Year – I think we need to give them the tools to be able to get the content knowledge across to someone else.

Dr. Cathy Owens-Oliver, Client Relations Director, ETS Teacher Licensure and Certification Program – What makes the PPAT Assessment particularly different is that it provides ongoing feedback to teacher candidates throughout the clinical experience. So rather than learning at the very end of student teaching whether or not they’ve been successful they get professional growth feedback along the way so that they can tweak their practice and hone their skills.

Ryan Devlin, 2014 Pennsylvania Teacher of the Year – Those student teaching experiences can be critical in terms of being your first opportunity to see what teaching’s all about and to get a mentor along the way that’s a cooperating teacher that can help you out is also very very important.

Jemelleh Coes, 2014 Georgia Teacher of the Year – It is essential for a student teacher or teacher candidate to have a good classroom teacher as a model.

Jeff Baxter, 2014 Kansas Teacher of the Year – They need more practice in an actual classroom with close mentor supervision by accomplished teachers.

Tim Smith, 2014 California Teacher of the Year – We can’t put those student teachers in a classroom and forget about them or maybe evaluate them once a semester. We need to give them constant feedback.

Dr. Cathy Owens-Oliver, Client Relations Director, ETS Teacher Licensure and Certification Program – One important factor is the assignment of a mentor. PPAT requires a mentor from the faculty as well as the cooperating teacher working in the classroom. But the value of feedback from the person in that mentor role is very critical for helping that teacher candidate really start thinking through who they are and who they are becoming as an effective teacher.

On-screen: [Candidates receive feedback and evaluation from their supervising instructor and the cooperating teacher.]

On-screen: [For more information visit ets.org/ppat. Copyright 2016 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS). PPAT is a trademark of ETS.]

End of PPAT National Teacher of the Year video.

Video duration: 03:04