11 / 87
10
second formal observation mean scores ranged from 5.07 to 5.83, and the third formal observation
mean scores indicated a range from 4.93 to 5.9, suggesting overall improvement. In Block IV, pre-
service teachers continued to struggle with item #5 (Lesson tied to previous learning), item #7
(Student understanding), item #10 (Assessment), and item #11 (Transition). Pre-service teachers
improved in these areas for the second and third observations, with only one mean score below 5.0
(item #11 Transition). Overall, pre-service teachers had problems with tying their lessons to
previous learning (item #5) and creating smooth transitions between classroom activities (item #11).
Again, these results may be a function of a once-a-week placement.
The overall highest mean score for Block IV suggested pre-service teachers used the
feedback and observation data to improve instruction. However, the pre-service teachers also
struggled when they moved from block to block as the performance expectations and complexity of
the instruction increased.
Descriptive data revealed that pre-service teachers both thrived and struggled as they moved
between blocks. The last formal observation (Block IV Obs 3) by university supervisors indicated
that every item was over the 5.0 threshold, with a grand mean of 5.65 (SD=.89). A score of 5.0 was
considered an important threshold as it represented proficiency. Using summative scores (sum of all
scores on the observation rubric), regression analysis was used to determine if performance in Block
II or Block III could predict Block IV Obs 3 performance. Results revealed that pre-service teacher
performance in early blocks did not predict final performance as determined by university
supervisors (
R
=.428;
R
2
=.183). Results suggested that pre-service teachers have the opportunity to
improve and many do. Further, it appears that pre-service teachers need all of the formal
observations and feedback to reach a level of high proficiency.
To further illustrate that pre-service teachers can improve over time with formal observation
and feedback by university supervisors, a paired samples t-test was conducted on the summative
data of the first formal observation conducted in Block II, with the final formal observation
conducted in Block IV. Results suggested a significant difference in pre-service teacher
performance from the first observation to the last (t
30
=3.94; p<.05).
Results on Formal by Achievement Levels of Pre-service Teachers
Based on GPA, three subgroups were created. Pre-service teachers were divided into three
achievement groups (high achievers, mid-level achievers, and low achievers). For this study, high
achievers were those with GPAs ranging from 4.0 to 3.75 (n=9). Mid-level achievers had GPAs
ranging from 3.74 to 3.25 (n=15), and low achievers had GPAs ranging from 3.24 and below (n=7).
Low achievers were in good standing and performing satisfactorily in all coursework. Descriptive
results of the subgroups are included in Table 2.