Predicting Teacher Success Using Teacher Selection Practices and Classroom Performance Assessment

Abstract

This study evaluated the predictive validity of two preemployment screening devices—the Urban Teacher Perceiver Interview and the Academic Skills Assessment portion of the Praxis Series test—as used by an urban high-need and hard-to-staff school district. Specifically, we compared predictor scores with subsequent teacher assessment scores generated through the Teacher Performance Assessment process. Three research questions directed this study: Is the Urban Teacher Perceiver Interview an effective predictor of teacher performance as measured by the Teacher Performance Assessment? Is the Praxis Series an effective predictor of teacher performance as measured by the Teacher Performance Assessment? Is the combination of the Urban Teacher Perceiver Interview and the Praxis Series an effective predictor of teacher performance as measured by the Teacher Performance Assessment? When each predictor was factored separately, the results indicated a statistically significant relationship between a prospective teacher's score on the Urban Teacher Perceiver Interview score and the subsequent Teacher Performance Assessment score. No statistically significant relationship between a teacher candidate's Praxis Series score and subsequent Teacher Performance Assessment was determined. The results indicated increased predictability of subsequent teacher performance when based on both predictors ( R2 = .117).