ABSTRACT
In this chapter we provide an overview of evaluation and assessment of the University at Buffalo Teacher Residency (UBTR) Program. The alignment between the UBTR program evaluation process and the foundational goals of the program is continuously revisited throughout this chapter. The UBTR evaluation process was developed using both formative and summative methods to determine if the program achieves its stated justice-oriented goals related to preparing, supporting, and retaining learner-ready teachers from underrepresented backgrounds while effectively fostering collaborative professionalism within and between Buffalo Public School (BPS) practitioners, teacher residents, and University at Buffalo faculty. This chapter begins with a detailed description of the UBTR evaluation plan that was developed prior to Year 1 of implementation and includes information about program objectives and aligned evaluation questions. We also discuss the formation of oversight groups that contribute to the ongoing evaluation of the program. Secondly, a thorough review of all tools, methods, and data collected throughout Year 1 of implementation will be delineated. Lastly, a plan for data collection as the program progresses beyond Year 1 is described.
