A new resource from AACTE’s Professional Education Data System (PEDS) shows that although minority-serving institutions collectively represent a small percentage of AACTE members, they are responsible for the preparation of a disproportionately large number of minority teachers.
Posts Tagged ‘research’
The authors are members of AACTE’s topical action group on Teacher Education as a Moral Community. The views expressed in this post do not necessarily reflect the views of AACTE.
A recent National Council on Teacher Quality (NCTQ) report evaluates teacher preparation programs for their attention to an important element of preparation: classroom management. Unfortunately, the report’s few helpful suggestions get lost in the slough of misguided assumptions and questionable claims by the report’s authors.
The 2014 AACTE Professional Education Data System (PEDS) data collection will open February 3 and close at the end of April. The 2014 survey incorporates recommendations made by an ad-hoc task force convened by AACTE in 2013 to help identify changes needed and to improve the quality and usefulness of the data.
The following changes have been made throughout all forms in Parts A and B:
- Changed wording to align with terms used by the Council for the Accreditation of Educator Preparation (CAEP) or other current usage, or to better define items.
- Added new pop-ups and glossary items with refined or added definitions.
- Added Other as an option in multiple-choice items as needed.
Other changes to Part A include the following:
A new report from the Wallace Foundation’s Principal Pipeline Initiative highlights practices for the preparation and support of new principals. Cultivating Talent Through a Principal Pipeline is the second in a series of evaluations of the initiative, prepared by Policy Studies Associates. It describes results from the initiative’s first 2 years as participating districts worked to beef up their principal corps through training and ongoing support.
On December 17, the U.S. Department of Education issued a formal Request for Information (RFI) about the development of its new system for rating institutions of higher education, officially known as the Postsecondary Institution Ratings System (PIRS). (Note: This system aims to rate institutions as a whole, not their various divisions, although educator preparation programs would be a part of their institutions’ rating.)
The Department is urging higher education faculty, students, parents, researchers, data experts, advocacy groups, organizations with expertise in developing rating systems, and others to provide information about what should be included in this rating system. The deadline for submission is January 31.
AACTE invites member institutions to apply to join a new initiative, Changing the Demographic Makeup of the Teaching Workforce, which will help 10 institutions increase the number of Black and Hispanic men receiving initial teaching certification through their programs.
The initiative will be AACTE’s first “networked improvement community” (NIC). NICs use the principles of improvement science to analyze a problem and design innovations. They leverage the community of participants to test and refine those interventions in a variety of contexts and to distribute those interventions broadly. AACTE’s NIC will focus on areas for intervention such as recruitment strategies, equity-based admissions policies, incentives to pursue a career in teaching, and others identified by NIC members.
On December 12, the National Network of State Teachers of the Year (NNSTOY) and Pearson’s Center for Educator Effectiveness released a research report at an interactive launch event at the Thomas B. Fordham Institute.
At the event, a panel of several former teachers of the year joined American Enterprise Institute Resident Scholar Frederick Hess to discuss the conditions necessary to develop sustainable career pathways that might make teaching a more attractive career option for a new generation of educators. The panel also discussed the benefits of teacher preparation resources such as edTPA and the role of educator preparation programs in enhancing teacher leadership roles.
As AACTE’s Mary Harrill-McClellan alerted members last week, the National Council on Teacher Quality (NCTQ) released its latest critique of university-based teacher preparation today, Training Our Future Teachers: Classroom Management.
The report follows the standard NCTQ model of using a review of course materials from a small sample of programs to support the broad claim that the teacher preparation profession is not getting the job done.
AACTE issued a statement citing specific concerns with the report, including mainly that the report does not actually tell us whether programs are adequately preparing teacher candidates to manage classrooms. Other concerns noted in the statement are that the report contains no evidence to support the sweeping claims about “the field” of teacher preparation and that the assertions that edTPA does not focus on classroom management skills are incorrect.
New Issue of JTE: Politics of VAM, Finnish Context for Teacher Prep, NCTQ Critique, and More Now Online
The January/February 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 1 has to offer—without waiting for the mail delivery!
- In this month’s editorial, JTE‘s editors at Penn State University announce the 2014 Editorial Review Board and outline the highlights of this issue’s articles.
- “The Effects of Teacher Entry Portals on Student Achievement” classifies North Carolina public school teachers into 11 predominant “portals” of entry into the profession and estimates their effects on students’ test score gains. The gains are generally higher for students of teachers prepared through in-state, public undergraduate programs—but Teach for America corps members seem to be more effective in STEM subjects and at the secondary level.
On December 10, the National Council on Teacher Quality (NCTQ) will release a report on how well educator preparation programs prepare teachers to effectively manage classrooms. The report will include an analysis of 122 programs, judging them based on what NCTQ has identified as the five most important classroom management strategies:
- “Rules: Establish and teach classroom rules to communicate expectations for behavior.
- Routines: Build structure and establish routines to help guide students in a wide variety of situations.
- Praise: Reinforce positive behavior, using praise and other means.
- Misbehavior: Consistently impose consequences for misbehavior.
- Engagement: Foster and maintain student engagement by teaching interesting lessons that include opportunities for active student participation.”
AACTE has no further information about the report at this time, but we’ll keep you posted as we learn more. Information on past NCTQ reviews is available here.
Today, the Organization for Economic Cooperation and Development (OECD) released results from the 2012 administration of the Program for International Student Assessment (PISA), a worldwide study of 15-year-old students’ performance on mathematics, science, and reading. American students’ performance remained largely unchanged from the previous PISA administration in 2009, although the U.S. ranking declined relative to other countries that improved over the past 3 years.
AACTE signed on to a statement of the Learning First Alliance about the results and also issued its own call for policy makers to look closely at the test’s lessons, along with the recommendations made by the OECD in its report Strong Performers and Successful Reformers in Education: Lessons From PISA 2012 for the United States as well as in the 2011 edition of the report, which focuses more on teacher preparation.
Last summer in its 2013 Teacher Prep Review, the National Council on Teacher Quality (NCTQ) set forth recommendations for state and local policy makers who want to see the ratings increase for educator preparation programs in their jurisdictions. One of these recommendations was to “revamp current inspections of teacher preparation programs, performed as a condition of program approval.” Positing that neither state program approval site visits nor national accreditor site visits have proven to be meaningful, NCTQ recommended that states employ independent inspectors, along the lines of the British inspectorate model for preparation programs, to conduct program evaluation site visits and program evaluations.
Good news: A new study shows that transferring highly effective teachers to low-performing elementary schools improves the achievement of students in those schools. The impact of the transferred teachers in this study was greater than the impact of Teach For America (TFA) teachers found in studies with similar student populations.
Mathematica conducted the multisite experimental study, in which highly effective teachers were offered $20,000 over 2 years to transfer into and remain in elementary and middle schools that had low average test scores.
In the last couple of weeks, many AACTE members have been contacted by the National Council on Teacher Quality (NCTQ) inviting them to submit new materials by December 15 for the council’s 2014 review of education schools.
Of note in NCTQ’s communication with members is that the 2014 review will be a ranking, rather than a rating, of programs, and that programs that don’t set a minimum GPA entry requirement can meet the selectivity standard by showing that the average GPA of admitted candidates is a 3.3 or higher.
AACTE will continue to support members’ decision-making regarding their engagement with NCTQ and to represent members’ concerns about the organization and the work it produces. Members can find materials, including AACTE’s statement on the release of NCTQ’s 2013 review, in the NCTQ-U.S. News resource section of AACTE’s web site.
On October 25, the National Academy of Education (NAEd) released Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options, a report that aims to provide clearer information and direction around evaluation measures and systems in educator preparation.
AACTE commends the emphasis in the report on validity and agrees with the authors’ conclusions that program evaluation should be adaptable and part of a multiple-measure system.