We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.

我们从得克萨斯州最大的教师教育计划之一中获取丰富的纵向数据，以检查临床教学过程中基于红宝石的职前教师（PST）观察评估的属性。使用方差分解方法，我们发现观察值的变化很少归因于PST之间的实际差异。取而代之的是，分数的差异在很大程度上反映了现场主管的评分标准的差异。男性和有色人种的PST分数在系统上较低，低收入和农村安置学校中的PST分数也较低。最后，得分较高的PST更有可能被雇用为K-12公立学校的教师，并且更有可能在其临床教学职位所在的同一所学校中被雇用。