use a repertoire of teaching strategies, selecting techniques that best fit the situation, and being able to reflect on teaching (Milanowski, Odden, & Youngs, 1998). At UAFS, the teacher education assessment system is based on the performance standards as found in the InTASC Principles, Arkansas Teaching Standards (which are the InTASC Principles and the SOE Intended Candidate Outcomes), Danielson Domains and Criteria, and the unit core dispositions. The Danielson FFT observation system is used as the core of the formative assessment of candidates in the classroom as is the case throughout Arkansas. It is “modeled after an active and constructivist view of learning and teaching in which the students’ life experiences and prior knowledge are regarded as important instructional resources. And, because effective teaching requires a familiarity with the diversity of experience and cultural backgrounds students bring to the classroom, the classroom observation system is infused with a multicultural perspective” (Educational Testing Service, 2002, p. 3). Assessment of the Unit Charlotte Danielson and Thomas McGreal (2000) discuss lessons learned about teacher evaluation. Their conclusions: 1. “New evaluation systems should be directly linked to the mission of the school district. 2. New evaluation and professional development systems should be viewed as continuing processes. 3. New evaluation systems should emphasize student outcomes. 4. There must be a commitment to allocating adequate resources to allow new systems to be successful” (p. 18-19). The unit engages in regular and systematic evaluations directly linked to the vision and mission of the University and the School of Education. The evaluation system and evaluations are reviewed yearly. Results are used to foster student achievement.
Program evaluation serves several purposes. Evaluation systems emphasize student outcomes related to UAFS/InTASC Standards. The University administration has made a commitment to the School of Education to allocate adequate resources for its programs and evaluation systems to be successful. An example is the dedication of a curriculum library for preservice teachers. Another example includes the resources devoted to staff and faculty development. 33