Check it out!

Lots of other cool analyses in the paper. For example, what are the intended majors of people most demographically and academically similar to those intending to teach?

Working on some slides for a brown bag lunch 🤗

[9/12]
We also find that PST skill gaps are related to more distal labor market outcomes:

1️⃣ PSTs flagged for lesson planning score worse on certification exams
2️⃣ PSTs flagged for classroom management or student engagement are less likely to return to their placement school as teachers.

[8/12]
These areas for improvement are related to PST clinical performance:

📉 Classroom management feedback → lower observation scores
📈 Differentiation feedback → higher scores

[7/12]
When feedback includes an area for improvement (which it often doesn’t), supervisors and PSTs focus on different things:

🔶 Supervisors emphasize classroom management
🔷 PSTs focus on lesson planning

[5/12]
Feedback quality isn’t random.

➡️ Some supervisors never give areas for improvement, while others always do.
📊 A big chunk of the variance in feedback quality comes down to who your supervisor is.

[4/12]
What do we find?

❌ Fewer than half of supervisor evaluations include areas for improvement or next steps.
✅ In contrast, PST reflections usually include all four quality indicators.

Still at #AEFP2025?

Come see me talk about using large language models to assess the quality of feedback given to preservice teachers!

Session 11.05 at 11:45 AM

Here’s to hoping that someone in our government can clean up this mess as quickly as the hotel staff

Even the hotel is weeping over the state of education policy

#AEFP2025

It's come on and offline since, but.... download what you need ASAP

My life ROCKS

🐕 🐶

Being Italian American is just getting these texts from your friends

Woooo! See y’all at #AEFP2025🥳

PS - the paper might have a different name!!!

Happy Holidays from my Education Sciences Training Program to yours

Shout out to people who write step-by-step guide papers: