Moi wrote about teacher preparation in The search for quality teachers goes on:
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. The National Council on Teacher Quality has released the first Teacher Prep Review.
Here is a portion of the summary of Teacher Prep Review:
NCTQ Teacher Prep Review
Effective teachers make a fundamental difference in the lives of our nation’s students. With the right training, talented and motivated teacher candidates can graduate ready to lead a classroom.
Why we’re doing the Teacher Prep Review
There’s widespread public interest in strengthening teacher preparation – but there’s a significant data gap on what’s working We aim to fill this gap, providing information that aspiring teachers and school leaders need to be come strategic consumers and institutions and states need in order to rapidly improve how tomorrow’s teachers are trained.
Our strategy is modeled on Abraham Flexner ’s 1910 review of medical training programs, an effort that launched a new era in the field of medicine, transforming a sub-standard system into the world’s best.
How we’re doing it. NCTQ takes an in-depth look at admissions standards, course requirements,course syllabi, textbooks, capstone projects, student teaching manuals and graduate surveys, among other sources, as blueprints for training teachers. We apply specific and measurable standards that identify the teacher preparation programs most likely to get the best outcomes for their students. To develop these standards, we consulted with international and domestic experts on teacher education, faculty and deans from schools of education, statistical experts and PK-12 leaders. We honed our methodology in ten pilot studies conducted over eight years.
Our goals. Currently, high-caliber teacher training programs go largely unrecognized. The Review will showcase these programs and provide resources that schools of education can use to provide trulyexceptional training. Aspiring teachers will be able to make informed choices about where to attend school to get the best training. Principals and superintendents will know where they should recruit new teachers. State leaders will be able to provide targeted support and hold programs accountable for improvement. Together, we can ensure a healthy teacher pipeline.
There is a lot of support for strengthening teacher prep. To date, 24 state school chiefs, over 100 district superintendents, the Council of the Great City Schools and almost 80 advocacy organizations across 42 states and the District of Columbia have endorsed the Review. The Review is funded by 65 local and national foundations. There’s also growing support for raising the bar on the system from national organizations representing state education chiefs (CCSSO), teachers (both the American Federation of Teachers and the National Education Association) and teacher educators themselves (the new national accreditation body, CAEP).
The first edition of the Review will be published June 18, 2013, in partnership with U.S. News & World Report. What’s next? NCTQ has made a commitment to publish three annual editions of the Review.
There is much that needs to be done before we have a truly excellent system of preparing teachers. We must set a high standard for teacher preparation, shed light on high-performers and give educators the information they need to make the system work for their students. Aspiring teachers and their future students deserve a world-class teacher training system. http://nctq.org/dmsView/NCTQ_Teacher_Prep_Review_background_materials
Resources:
Contact NCTQ
To contact NCTQ please visit our contact us page. For help reaching an NCTQ expert, you can reach Laura Johnson, our Director of Communications, at 202.393.0020 x117 or email ljohnson@nctq.org.
Questions about the Teacher Prep Review in your area?
Please refer to the map to locate the best contact person for your region.
Region 1
Marisa Goldstein
marisa.goldstein@nctq.org
202.393.0020 x115Region 2
Graham Drake
graham.drake@nctq.org
202.393.0020 x107Region 3
Amy MacKown
amy.mackown@nctq.org
202.393.0020 x111Region 4
Katie Moyer
katie.moyer@nctq.org
202.393.0020 x112Resources
Teacher Prep
Teacher Prep Review background materials: 1-pager, quick facts, our standards and a list of the project’s endorsers.
- Who We Are: Information about NCTQ’s Teacher Preparation Department staff, outside advisory groups and experts evaluators.
District Policy
- Tr3 Teacher Contract Database: This database houses over 100 school districts’ teacher contracts, school board policies (including school calendars and pay schedules), and state laws, coded so you can easily compare districts. Access information on a single district or create a custom report to compare districts on any of over 300 specific questions, such as the role of seniority in teacher staffing and teacher salaries.
State Policy
- State Teacher Policy Yearbook: The Yearbook is a 52-volume encyclopedia (51 state reports including the District of Columbia plus a national summary) providing measurement and detailed analysis of the state policies that impact the teaching profession.
Amy Hetzner and Becky Vevea of the Milwaukee Journal Sentinel wrote in the article, How Best to Educate Future Teachers which is part of a series
Alverno College, the small women’s college on Milwaukee’s south side, has been widely cited as a national model for training teachers, thanks to its combination of clinical and classroom experience and use of video and other tools to evaluate whether graduates are meeting the standards for what makes a good teacher….
Key elements of an excellent teacher education program:
Strong content knowledge, teaching skills. Future teachers gain a solid grounding in the content to be taught as well as how to teach it.
Flexible methods. Emphasis is placed on teaching diverse learners – knowing how to differentiate teaching to reach a broad range of students.
Fieldwork. Coursework clearly is connected to fieldwork. The clinical experience, like in medical school, consists of intensive student-teaching, preferably for a semester or entire year, under the supervision of an experienced mentor.
Professional mentors. Mentors observe future teachers in the classroom – sometimes videotaping for later analysis – and work with them on everything from lesson-planning and creating assignments to monitoring student progress and grading.
Designated “learning schools.” Mentors and school sites for student-teaching are well-chosen. There are close relationships and a sense of joint responsibility among the school sites at which future teachers train, the local district and the teacher-education program.
Escalating teaching responsibilities. Future teachers gradually take over a full classroom, first teaching short segments on a single topic with a small group of students, then co-teaching with the mentor before assuming full responsibility for a class.
Feedback. Feedback from multiple sources (mentors, professors, peers) is routine.
Selective admission standards. Admission to the program is selective; not everyone has the necessary skills or demeanor to be an effective teacher.
Sources: National Council for Accreditation of Teacher Education; faculty at Columbia University Teachers College, Stanford and Harvard Universities.
Compiled by Justin Snider of The Hechinger Report
These are the elements that have made the graduates of one education school successful.
Kids know good teaching when they see it. Donna Gordon Blankinship of AP wrotein the Seattle Times article, How Do You Find An Effective Teacher? Ask A Kid
Adults may be a little surprised by some of the preliminary findings of new research on what makes a great teacher.
How do you find the most effective teachers? Ask your kids. That’s one of four main conclusions of the Bill & Melinda Gates Foundation and its research partners after the first year of its Measures of Effective Teaching Project.
Preliminary results of the study were posted online Friday; a more complete report is expected in April, according to the foundation….
The first four conclusions of the study are as follows:
-The average student knows effective teaching when he or she experiences it.
-In every grade and every subject, a teacher’s past success in raising student achievement on state tests is one of the strongest predictors of his or her ability to do so again.
-The teachers with the highest value-added scores on state tests, which show improvement by individual students during the time they were in their classroom, are also the teachers who do the best job helping their students understand math concepts or demonstrate reading comprehension through writing.
-Valid feedback does not need to come from test scores alone. Other data can give teachers the information they need to improve, including student opinions of how organized and effective a teacher is….
See, Students Know Good Teaching When They Get It, Survey Finds
Bottom line, education is a partnership between the student, parent(s) or guardian(s), teacher(s), and school. All parts of the partnership must be involved. Students must arrive at school ready to learn. Parents must provide an environment which supports education and education achievement. Teachers must have strong subject matter knowledge and pedagogic skills. Schools must provide safe environments and discipline. Communities are also part of a successful school system and outcome for community children. Education is a partnership.
Related:
The attempt to evaluate teacher colleges is getting nasty https://drwilda.wordpress.com/2012/02/05/523/
Could newest teaching strategy be made in Japan? https://drwilda.wordpress.com/2012/01/11/could-newest-teaching-strategy-be-made-in-japan/
New Harvard study about impact of teachers https://drwilda.wordpress.com/2012/01/08/new-harvard-study-about-impact-of-teachers/
Is it true that the dumbest become teachers? https://drwilda.wordpress.com/2011/12/09/is-it-true-that-the-dumbest-become-teachers/
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