National Council on Teacher Quality National Summit on Education - - PowerPoint PPT Presentation

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National Council on Teacher Quality National Summit on Education Reform October 17, 2013 Why teacher prep matters 98,000 new teachers hired out of higher ed each year 1.5 million students taught by a novice teacher each year The


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National Council on Teacher Quality National Summit on Education Reform

October 17, 2013

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NCTQ Teacher Prep Review Massachusetts

July 2013

Why teacher prep matters

 98,000 new teachers hired out of higher ed each year  1.5 million students taught by a novice teacher each year  The largest group of teachers is that with one year of experience

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Learning loss under new teachers

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Difference in the effectiveness of teachers graduating from traditional education schools versus teachers with little to no training: Slight to none

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The chasm between higher education and public education

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This explains a lot.

Summary in AERA’s 2005 Studying Teacher Education:

 Training teachers represents “an over

simplification of teaching and learning, ignoring its dynamic, social and moral aspects.”

 Training is a “technical transmission activity.”

Training teachers isn’t the responsibility

  • f teacher prep.
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The current goals of teacher prep

 To form teacher’s “professional identity.”  To launch the candidate on a life-time path of

learning.

 Errant assumptions and prejudices confronted,

with particular emphasis on race, class, language

  • r culture.

 And, in some places, social justice trumps student

achievement.

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NCTQ’s Teacher Prep Review

 Unique standards reflecting needs of public schools  Every program is rated on the standards  Designed to change the marketplace  Intended also as critical tool for policymakers

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Do you know the best secondary teacher training program within 100 miles of your school?

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Teacher Prep Review standards

 Standards address 4 areas  Selection criteria  Subject area preparation  How to teach  Outcomes

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51 115 94 137 126 63 17 4

Furman University (UG), Lipscomb University (UG), Ohio State University (G) and Vanderbilt University (G)

Secondary program ratings (on key standards)

National n = 607 programs (UG and G)

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Elementary program ratings (on key standards)

112 187 114 129 33 19 1 National n = 595 programs (UG and G) Ohio State University (G)

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742 931 522 125

Selection criteria

National n = 2,320 programs (UG and G)

28% of U.S. programs restricts admissions to the top half of the college- going population.

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From the student airwaves… #Twitterspeaks:

Ed Majors Math & Science Majors

“I love being an #edmajor, we get to spend a whole class period reading kids books and making crafts!” “You know you’re a math major when the first problem of the homework takes 4 pages to do. #mathmajor” “Did you get to play with play dough in class today…Nope bet you didn’t #edmajor” “I couldn’t sleep last night because I kept waking up and thinking about if f(x)=x^2 is denumerable. #mathmajor #exhausted” “Being read to in class count this semester: 5 #edmajor” “That half hour break you take during the day to eat lunch but regret because you could have been studying or typing instead < #sciencemajor”

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Elementary “Common Core” content

522 334 193 85 34 7 Only 11% of U.S. programs provide adequate prep to elementary candidates in all content areas, particularly those all important sources of nonfiction material. National n = 1,175 programs (UG and G)

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70% of undergraduate elementary

programs do not require that their candidates take a single

basic science course.

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Early reading preparation

296 72 65 78 93 5 National n = 609 programs (UG and G) 71% of U.S. programs are not providing elementary candidates with practical, research-based training in reading instruction methods.

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“Develop your

  • wn philosophy

to teach reading.”

“Articulate a personal theoretical position and philosophy of reading/literacy that will provide a foundation for literacy instruction in your classroom.”—syllabus excerpt

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What’s next?

 Second edition comes out June 2014—rating at least

800 institutions.

 We are working with states to reform laws and regs

  • n teacher prep.
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What legislators can do

 Make it tougher to get into a teacher preparation

program.

 Make it tougher to be recommended for licensure.  Hold programs accountable for the effectiveness of

their graduates by using data on novice teacher effectiveness.

 Make program approval — and re-approval —

contingent on passing rigorous on-site inspections.

 Make the student teaching requirement meaningful.

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…continued

 Enforce existing teacher prep standards through the

program approval process.

 Base state funding on the quality of teacher

preparation provided by institutions

 Set a fixed limit on the number of licenses in each

teaching area that will be issued each year.

 Lower tuition for high need areas such as special

education and STEM preparation programs.

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 Kate Walsh

President kwalsh@nctq.org 202.393.0020 x. 105