Follow-Up Evaluation of Teacher Education Programs

Abstract

Follow-up evaluations or studies of teacher education programs are based on the premise that teacher training produces competencies, defined as program objectives, that can be observed in the behaviors of teacher education graduates. Effective follow-up begins with the design and implementation of systems that provide accurate information regarding the graduates' behaviors. Effective systems provide timely, adequate, and appropriate feedback to program faculty and administrators. It is crucial to note that effective follow-up studies involve more than just the design of data collection systems. Follow-up evaluation is NOT research—at least according to the traditional meaning of the term research (Sommer, 1977). True, the conduct of a follow-up study incorporates research techniques, but it also includes a set of additional processes and procedures that are not required when engaging in research. An effective follow-up study requires an understanding of: The social context in which the follow-up is being conducted, The purposes associated with the follow-up evaluation, and The manner in which the follow-up evaluation data will be used.