'Refining' Our Understanding of Early Career Teacher Skill Development: Evidence from Classroom Observations
Saved in:
| Title: | 'Refining' Our Understanding of Early Career Teacher Skill Development: Evidence from Classroom Observations |
|---|---|
| Language: | English |
| Authors: | Brendan Bartanen (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2026 48(1):86-111. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Beginning Teachers, Skill Development, Teaching Skills, Classroom Techniques, Classroom Observation Techniques, Teacher Improvement |
| Geographic Terms: | Tennessee |
| DOI: | 10.3102/01623737241303146 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Novice teachers improve substantially in their first years on the job, but we know remarkably little about the nature of this skill development. Using data from Tennessee, we leverage a feature of the classroom observation protocol that asks school administrators to identify an item on which the teacher should focus their improvement efforts. This "area of refinement" overcomes a key measurement challenge endemic to inferring from classroom observation scores the development of specific teaching skills. We show that administrators disproportionately identify two skills when observing novice teachers: classroom management and presenting content. Struggling with classroom management, in particular, is associated with early career attrition. Using a returns to experience framework, we observe improvement in these skills among teachers who remain. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496629 |
| Database: | ERIC |
Be the first to leave a comment!
