Posts Tagged ‘NCTQ’

    NEPC Review: NCTQ Report Rife With Flaws in Logic, Methodology

    To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.

    The National Education Policy Center (NEPC) has released a scathing assessment of the latest Teacher Prep Review by the National Council on Teacher Quality (NCTQ).

    The analysis for NEPC, conducted by Boston College’s Marilyn Cochran-Smith and other members of Project TEER (Teacher Education and Education Reform), finds a dearth of research undergirding NCTQ’s 2018 Review.

    New NCTQ Review Offers Mixed Feedback on Graduate Teacher Prep, Alternative Routes

    To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.

    In the latest iteration of its Teacher Prep Review, the National Council on Teacher Quality (NCTQ) asserts that graduate teacher preparation programs and alternative-route programs are facing some “severe structural problems” with what the council deems to be necessary fundamental elements of a successful teacher preparation program.

    NCTQ Brief Calls for Closer Tracking of Teacher Supply, Demand

    To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.

    The National Council on Teacher Quality (NCTQ) has released an analysis and set of recommendations for states to track teacher shortages and surpluses.

    NCTQ Releases Biannual Review of State Teacher Policy

    NCTQ 2017 reportTo keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.

    This week, the National Council on Teacher Quality (NCTQ) released its biannual review of state policies related to teacher quality, providing a status report on what the organization considers effective policies governing how teachers are selected, prepared, evaluated, and retained.

    According to the 2017 State Teacher Policy Yearbook, many states have room for improvement in these policies, and despite recent progress on several fronts, NCTQ reports, many have stalled in their efforts to improve key policies related to educator quality.

    The yearbook recommends various areas of improvement for states to consider:


    NCTQ Offers Mixed Reviews of Undergraduate Secondary Teacher Prep

    Today, the National Council on Teacher Quality (NCTQ) released the second installment of its now-segmented Teacher Prep Review, this time grading undergraduate programs preparing secondary teachers based on a document review of their admission standards, content requirements, and field experiences.

    Out of the 717 programs reviewed across the country, the new report says “adequate” content knowledge requirements are in place in approximately 81% of programs for candidates in the sciences and in 65% of social studies programs, while nearly all programs provide adequate preparation for English and math teachers. About three quarters of the evaluated programs require subject-specific methods courses, and less than half of those require student teaching in connection with that course work.

    NCTQ Teacher Prep Review Assesses ‘Landscape’ of Undergraduate Elementary Preparation

    Today, the National Council on Teacher Quality (NCTQ) released its latest installment in the Teacher Prep Review, “Landscape in Teacher Preparation: Undergraduate Elementary.” To those familiar with previous versions of the Review, NCTQ is publishing with a noticeably different approach this time – instead of one all-encompassing review of programs, NCTQ has chosen to release reports in five segments:

    NCTQ Criticizes Admissions Standards for Teacher Prep

    A new report released this week by the National Council on Teacher Quality (NCTQ) calls for stronger admissions standards for teacher preparation programs. Casting blame for “a low bar for entry” on states, the Council for the Accreditation of Educator Preparation (CAEP), and individual programs, NCTQ claims that raising admissions requirements (such as minimum GPA and ACT or SAT scores) would increase not only the quality but also the number of candidates entering the profession.

    NCTQ–Brookings Report Offers Gloomy Outlook on Teacher Diversity

    A new report from the National Council on Teacher Quality (NCTQ) and the Brookings Institution explores the teacher diversity shortages that persist throughout the United States. To illustrate the current imbalance between teacher and student demographics, the report notes that in order to reach uniformity between the two populations, some 1 million White teachers currently in the profession would need to be replaced with approximately 300,000 African American teachers and over 600,000 Hispanic teachers.

    Pointing to problems that exist throughout the teacher pipeline, the authors predict that resolving the imbalance in teacher demographics will continue to be challenging. As the nation’s diversity continues to grow, so too will the pressure and struggle to address teacher workforce diversity, they say, requiring a long-term approach to improving it.

    NCTQ Criticizes Preschool Teacher Prep in New Report

    Last week the National Council on Teacher Quality (NCTQ) released a new report offering the council’s assessment of how well teacher preparation programs are preparing preschool educators. Again relying on course descriptions and syllabi for its evidence, NCTQ paints a predictably bleak picture, saying the “review of these programs shows little evidence of quality training focused on the needs of the preschool classroom.”

    For this report, NCTQ reviewed 100 programs in 29 states and chose not to identify which programs were included in the review. Accompanying the report is a set of resources that include policy recommendations for states and school districts, outlining what NCTQ calls “essentials for a great preschool teacher prep program,” and a guide for would-be teachers, outlining what NCTQ believes they should look for in a teacher prep program.

    Profession-Led Innovations Most Grounded in Evidence

    It’s axiomatic that experts in a field are better equipped than outsiders to design interventions that will work. Yet in education, we face a constant barrage of external reform efforts that fail to incorporate professional knowledge and expertise—and they just don’t work.

    This point is reinforced in recent research out of the National Education Policy Center. In this study, Marilyn Cochran-Smith and her colleagues at Boston College (MA) examine the evidentiary base underlying four national initiatives for teacher preparation program accountability and improvement. They find that only one of the initiatives—the beginning-teacher performance assessment edTPA, designed and managed by the profession—is founded on claims supported by research. With a measure that is valid, scoring that is reliable, and therefore results that are accurate, we have a serious tool for program improvement.

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