Moi received the press release about improving teacher training standards from the Commission on Standards and Performance Reporting which is an outgrowth of he Teacher Education Accreditation Council, or TEAC, and the far larger and older National Council for Accreditation of Teacher Education, or NCATE now called CAEP. Trip Gabriel has an article in the New York Times,Teachers Colleges Upset By Plans to Grade Them about the coming U.S. News Report on teacher colleges. This project is being underwritten in part by the Carnegie Corporation and Broad Foundation. A test of the proposed project was completed in Illinois. You can go here to get a copy of the report. The National Council on Teacher Quality has information about the project at their site.
Stephen Sawchuck is reporting in the Education Week article, Teacher-Prep Accreditor Names Standards-Setting Panel:
An external panel that includes several prominent critics of teacher education has been tapped to craft the performance standards for the Council for the Accreditation of Educator Preparation, the new organization’s leaders announced last week.
Among the standards under consideration: how programs ensure that candidates know their content; the programs’ ability to recruit an academically strong pool of candidates; their success in training teachers to use assessment data effectively; and the performance of their graduates in classrooms….
CAEP was created in late 2010 by the merger of two separate accreditors, the Teacher Education Accreditation Council, or TEAC, and the far larger and older National Council for Accreditation of Teacher Education, or NCATE. Both will operate until the merger is completed by the end of this year.
The commission tapped to write the new body’s standards will be chaired by Camilla Benbow, the dean of education and human development at Vanderbilt University, and Gene Harris, the superintendent of the Columbus, Ohio, public schools.
It is arguably a more diverse group than those currently serving in the governance structure of either of the preceding accrediting bodies. At press time, CAEP officials had confirmed 28 panelists on the commission and were working to secure several more—including individuals representing nontraditional preparation programs such as Teach For America and district-operated “residency” programs.
Its members also include math and reading scholars and two state education commissioners, along with a more traditional roster of teacher-educators.
Here is the committee roster:
These individuals have been confirmed as members of the CAEP Commission on Standards and Performance Reporting. More appointments are expected.
Dean of Education and Human Development, Vanderbilt University, Peabody college
Superintendent/CEO, Columbus, Ohio, Public Schools
Dean, College of Education, University of Maryland
Dean, School of Education, Western New Mexico University
President, Teachers College, Columbia University
Dean, University of Kansas, School of Education
Tina Marshall Bradley
Associate Vice President, Academic Affairs, Paine College
Dean, Hunter College
Dean, School of Education, New York University
Dean and Professor, Rutgers University
Professor of Educational Psychology, University of Nebraska
Dean, School of Education, University of Wisconsin-Madison
Professor in Educational Studies, Michigan State University, School of Education
Francis M. “Skip” Fennell
Professor of Education, McDaniels College, Md.
Professor of Education, Wheaton College, Ill.
President, State Higher Education, Executive Officers
Commissioner of Education, Kentucky Department of Education
State Superintendent, Illinois State Board of Education
Arthur E. Levine
President, Woodrow Wilson National Fellowship Foundation
Executive Director, Janus Education Alliance, Denver Public Schools
Chief Executive Officer, Baltimore Public Schools
President, American Federation of Teachers
Secretary/Treasurer, National Education Association
Executive Director, National Association of Elementary School Principals
Executive Director, National Association of Secondary School Principals
Thomas W. Payzant
Professor of Practice, Harvard Graduate School of Education
Executive Director, National Association of State Boards of Education
Parent Leader, Hillsborough, Fla., Public Schools
SOURCE: Council for the Accreditation of Educator Preparation
According to to the press release of CAEP:
The Commission is taking the recommendations of a Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning to the next level. The Panel’s report, released a year ago, said it was time to “turn teacher education upside-down.” That Panel urged increased oversight and expectations for educator preparation and the expansion of new delivery models in which teacher candidates work more directly in clinically based settings from the beginning of their preparation as in medical education. The panel also called for preparation programs to operate in new types of partnerships between higher education and P-12 schools in which both systems share responsibility for preparation.
Strong Accountability Tied to New Data Systems, Assessments
The development of longitudinal data systems and of a new generation of performance assessments will dramatically improve the quantity and quality of evidence of student and teacher performance, allowing programs to study the impact of graduates on student outcomes within the accreditation process. New, more robust assessments, such as the TPA (Teacher Performance Assessment) being pilot tested in more than 25 states, and tools such as observational protocols and student feedback, will help identify effective teaching practices. Information from these assessments will inform preparation programs and will provide new data points previously unavailable….
CAEP will work with both states and individual institutions to help build their capacity to collect, analyze, and act on this data. By helping preparation programs learn how to use such data for internal improvement, CAEP can both address the need for accountability and help institutions improve. The development of the evidentiary base that CAEP will promote will help further define successful practice and foster transformation of educator preparation programs so that graduates can help improve all dimensions of P-12 student learning.
Through the development of the new standards and accompanying processes, CAEP’s quality assurance system will be characterized by the accreditor’s dual mission of accountability and improvement. CAEP’s decision-making will be transparent and will clearly recognize the qualities that matter in programs.
CAEP believes that all educator preparation providers should be subject to the same high standards of quality. To make this possible, one of the tasks of the Commission is to ensure accreditation standards are appropriate for all preparation providers. In the past, accreditation standards have been geared specifically to higher education institutions.
“To ensure the quality of teacher education the nation needs, accreditation must be bold and go beyond do no-harm measures to ensure excellence, said Arthur Levine, president, Woodrow Wilson National Fellowship Foundation, a CAEP board member, and a member of the standards commission. “Satisfactory performance just isn’t satisfactory anymore. If we do our work properly, preparation providers will demonstrate that they meet higher standards; our expectation is that they will be able to demonstrate their impact through evidence of candidate and graduate performance.”
Support in helping to underwrite the costs of the Commission is provided by Tk20, Inc., Pearson, and Educational Testing Service (ETS). Tk20, Inc. and ETS are providing support for Commission meetings, and Pearson is providing support for outreach.
For more information, see CAEP Updates at www.ncate.orgor http://www.ncate.org/Public/Newsroom/CAEPUpdates/tabid/788/Default.aspx. and also www.caepsite.org; and http://www.teac.org/news-events/caep/.
The Council for the Accreditation of Educator Preparation, to become operational in 2013, will accredit over 900 teacher education institutions across the nation, producing approximately 175,000 graduates annually.
Everyone is searching for the magic formula to produce a bumper crop of quality teachers.
The attempt to evaluate teacher colleges is getting nasty http://drwilda.wordpress.com/2012/02/05/523/
Could newest teaching strategy be made in Japan? http://drwilda.wordpress.com/2012/01/11/could-newest-teaching-strategy-be-made-in-japan/
New Harvard study about impact of teachers http://drwilda.wordpress.com/2012/01/08/new-harvard-study-about-impact-of-teachers/
Is it true that the dumbest become teachers? http://drwilda.wordpress.com/2011/12/09/is-it-true-that-the-dumbest-become-teachers/
Dr. Wilda says this about that ©