An Experienced Practical Reflection: Creating Confident, Effective Teachers by Changing Pre-Service Programs to Promote Resilience, Assessment Literacy, and Collaboration.

This manuscript takes a look at how current programs are preparing pre-service teachers for using assessment to drive their instructional choices. The assessment practice has changed dramatically in schools in the last few years. Colleges have been slow to adopt changes in their courses that reflect the current reality. In order to prepare teachers to enter the workforce ready to work with data in a collaborative fashion, changes must be made not only to content but also pedagogy in the college classroom. This manuscript presents one model, used in the author's work in turnaround schools, for making that change. [ABSTRACT FROM AUTHOR]

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