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Teaching Quality: What preparation and practices matter? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's findings and recommendations....

Excellent Educators for Each and Every Child: A Policy Roadmap for Transforming the Teaching and Principal Professions - A coalition of more than 100 civil rights and education organizations lobbied Congress in the fall of 2014 to address the necessity of getting capable teachers into under-served schools. Their plans for training programs are aimed at ensuring just-hired teachers and principals are ready for work and they encourage hiring from local communities. Required steps include a teaching residency under an experienced teacher and passing a performance assessment. (Coalition for Teaching Quality, October 2014)...

What Are the Effects of Teacher Education and Preparation on Beginning Teacher Education? - Mathematics and science teachers tend to have more background in their subjects and less knowledge of pedagogy than other beginning teachers, according to this report. But teachers with more training in teaching methods and pedagogy, practice teaching, observation of other teachers and feedback on their own teaching were less likely to leave teaching after their first year. (Richard Ingersoll, Lisa Merrill and Henry May, Consortium for Policy Research in Education, July 2014)...

Teacher Prep Review 2014: A Review of the Nation's Teacher Preparation Programs - While the United States is taking a harder look at how its teacher preparation schools are improving teacher quality, more needs to be done to expand the pool of teachers prepared to meet classroom challenges, according to this ranking of teacher prep programs. The ranking includes alternative programs which generally were rated low except for Teach for America. Of the 1,668 programs (housed in 836 institutions) ranked in the Review, only 26 elementary programs and 81 secondary programs made the list of top ranked. (Julie Greenberg, Kate Walsh and Arthur McKee, NCTQ, June 2014)...

From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness Across the Career Continuum - A survey of state and national teachers of the year asked for their most helpful experiences and supports at the preservice, novice, career and teacher leaders stages. Among findings was the dual importance to new and experienced teachers for currently or recently practicing teachers to teach, mentor and coach those new to the profession. Other acknowledged sources of success were high-quality internships, coursework in their content area and placements that matched their training.(Ellen Behrstock-Sherratt, et al., American Institutes for Research, April 2014)...

World Class Standards for Preparing Teachers of Mathematics - While the United States has some great teacher preparation programs, the worst ones produce more than 60% of the nation's future middle school math teachers. The variation is so great, standards for teacher preparation need to be imposed. After analyzing data from 23,000 future teachers in 17 countries, William Schmidt and colleagues found there were nine core courses consistently taken by high-achieving middle school teachers and identified a similar set of coursework in math and math teaching methods for future elementary school teachers. One in seven U.S. future middle school teachers and slightly more than half of future elementary teacher had taken the benchmark courses. These poorly-prepared math teachers tend to wind up in schools serving a high percentage of students in poverty. (William Schmidt, Nathan Burroughs and Leland Cogan, Michigan State University, October 2013)...

Teach for America/Teaching Fellows and Effective Teaching in Secondary Math - Although critics claim that Teach for America (TFA) and Teaching Fellows teachers are not as well prepared as traditionally-prepared teachers, this study concludes secondary TFA math teachers are more effective than other math teachers and Teaching Fellows teachers are as effective and, in some cases, more effective than other math teachers in the same schools. The conclusion: TFA and Teaching Fellows teachers offer promising options for high-needs secondary schools. (Mathematica Policy Research, September 2013)...

Review of the Nation's Teacher Preparation Programs - The NCTQ doesn't rate the vast majority of teacher preparation programs highly. Researchers found less that 10% of rated programs earn three stars or more. Only four earn four stars: Lipscomb and Vanderbilt in Tennessee, Ohio State University, Furman University in South Carolina. Further, it is too easy to get into a teacher preparation program, fewer than one in nine elementary programs and just over a third secondary programs are preparing students to teach the Common Core State Standards. (Julie Greenberg, Arthur McKee and Kate Walsh, NCTQ, June 2013)...

Web Tables- Beginning K-12 Teacher Characteristics and Preparation by School Type, 2009 - Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private). (National Center for Education Statistics, October 2012)...

Teacher Quality 2.0: From Teacher Education to Student Progress: Teacher Quality Since NCLB - This first paper in a series on teaching quality provides an overview of the last decade’s research and policy innovations that reframed thinking on objective measures to evaluate a teacher’s classroom accomplishments and shortfalls. While no consensus has emerged yet about how to improve teacher quality, the paper notes that policymakers continue to experiment with many levers, including teacher preparation programs, recruitment incentives, tenure provisions, and differential pay, to achieve the highest-quality teacher workforce. (American Enterprise Institute, August 2012)...

Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability - As teachers and school leaders are increasingly held accountable for student achievement, so are teacher preparation programs. This brief explores different ways to evaluate preparation programs, without favoring any of them. It also looks at states on the forefront of change: Louisiana, Texas, Tennessee, North Carolina, Ohio and Florida. (Jane G. Coggshall, Lauren Bivona and Daniel J. Reschly, National Comprehensive Center for Teacher Quality, August 2012)...

Educating the Next Generation of Massachusetts Teachers: Building Effective Partnerships in Preparation and Support - In this policy perspective, the Rennie Center presents a new three-year model for post-baccalaureate teacher preparation and development aimed at improving the quality of the educator workforce statewide. The model proposed focuses on partnerships at the district level to achieve joint accountability for the training of a majority of teachers working in the Commonwealth. The "New Partnership-based Model for Massachusetts Teacher Preparation" is built on evidence-based practices in teacher preparation and development, and may serve as a framework for preparation programs in the state through which all teacher candidates can train. (Rennie Center for Education Research and Policy, June 2012)...

What Teacher Preparation Programs Teach About K-12 Assessment: A Review - This report provides information on the preparation provided in teacher training programs regarding using assessment data to improve classroom instruction. The report follows a similar shorter report released in March 2012. This report expands the initial sampling to encompass 180 undergraduate and graduate programs housed in 98 institutions in 30 states. The authors' purpose is to encourage teacher preparation programs, along with the federal and state agencies supporting and overseeing these programs, to focus more on the importance of future teachers' knowledge and skills in the increasingly critical area of assessment. (National Council on Teacher Quality, May 2012)...

Seeking Consensus on the Essential Attributes of Quality Science and Mathematics Teacher Preparation Programs - Thirty-two teacher-preparation experts, teachers, and policy leaders were surveyed on key characteristics of an ideal science and mathematics teacher preparation program. The authors identified four themes, each with subissues: student entry and exit requirements, clinical preparation, knowing and teaching disciplinary content, and evaluation and research to improve teacher preparation. (Jennifer B. Presley and Charles Coble, Association of Land-Grant Universities, 2012) ...

Ten Key Questions University Leaders Should Ask about Quality Science and Mathematics Teacher Preparation: Implementation Strategies from The Analytic Framework - Charles Coble's Ten Key Questions emerged from his work on the Analytic Framework, a continuum of teacher development strategies from recruitment to professional development. As the Framework became more complex, leaders asked for the most critical components of a quality teacher preparation program. Hence the questions, among them: Does the selection process into teacher preparation attract candidates with demonstrated academic success? Do the programs blend disciplinary and pedagogical content? Do teacher education programs include formal support to their novice teachers through an induction period as a part of their formal program? (Charles R. Coble, Association of Land-Grant Universities, 2012)...

Certification Requirements and Teacher Quality: A Comparison of Alternative Routes to Teaching - The author compares the characteristics of alternatively certified teachers with their traditionally prepared colleagues by evaluating the effectiveness of each teacher based on value-added measures. The author finds that teachers who enter through a path requiring no coursework have substantially greater effects on student achievement than do either traditionally prepared teachers or alternative programs that require some formal coursework in education. These results suggest that the additional education coursework required in traditional teacher preparation programs either does little to boost the human capital of teachers or that whatever gains accrue from traditional teacher education training are offset by greater innate ability of individuals who enter teaching through routes requiring little formal training in education. (National Center for Analysis Data in Education Research, December 2011)...

A Review of Tennessee's Report Card on the Effectiveness of Teacher Training Programs - This legislative brief reviews the information included in Tennessee's current Report Card on the Effectiveness of Teacher Training Programs, as well as the report card's limitations. The brief also outlines ongoing Race to the Top initiatives aimed at redesigning the report card to make it more readable and a more useful tool for institutions to evaluate their teacher preparation programs. (Offices of Research and Education Accountability, Tennessee Comptroller of the Treasury, October 2011)...

Grade Inflation for Education Majors and Low Standards for Teachers: When Everyone Makes the Grade - The data on median grades by department confirm that there are significantly lower grading standards and inflated grades for education majors. Why does this matter? As the author concludes, “Low grading standards in university education departments are part of a larger culture of low standards for educators, and they precede the low evaluation standards by which teachers are judged in K–12 schools. The culture of low standards for educators is problematic because it creates a disconnect between teachers’ perceptions of acceptable performance and the perceptions of everyone else.” (Cory Koedel, AEI, August 2011)...

Profile of Teachers in the U.S. 2011 - Teachers strongly oppose many current education reform proposals, but the teaching profession is undergoing a profound transformation due to an influx of new teachers coming from non-traditional backgrounds. (C. Emily Feistritzer, National Center for Education Information, July 2011)...

Student Teaching in the United States - This National Council on Teacher Quality report claims that about 75% of student-teaching programs in the U.S. are inadequate. Researchers rated the programs' against standards related to the quality of their student-teaching components and found that more attention is needed to ensuring high-quality guidance from supervising teachers. Although controversial, this certainly is a conversation starter. You may view the executive summary or the appendices. (NCTQ, July 2011)...

A Measured Approach to Improving Teacher Preparation - The authors point out that the nation's thousands of teacher preparation programs are good at churning out teachers but far less successful at ensuring that those teachers meet the needs of public schools and students. The time is ripe with reauthorization of federal education legislation and the momentum to reform teacher preparation. The authors propose a three-part strategy to improve teacher preparation programs. (Education Sector, January 2011)...

Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers - This report indicates that to prepare effective teachers for 21st century classrooms, teacher education must shift away from a norm which emphasizes academic preparation and course work loosely linked to school-based experiences. Rather, it must move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses. In order to make the change, teacher education programs must work in close partnership with school districts to redesign teacher preparation to better serve both perspective teachers and the students they teach. (National Council for Accreditation of Teacher Education, November 2010)...

Ed School Essentials: A Review of Illinois Teacher Preparation - By looking in detail at the design of education schools, we pursue such key questions as: (a) Will their graduates be able to teach reading or manage a classroom? (b) Will they be sufficiently knowledgeable about their content area? (c) Do they know about different types of assessments? (d) Have they practiced enough? (e) Were their mentors themselves effective teachers? (National Council on Teacher Quality, November 2010)...

Call for Action: Transforming Teaching and Learning to Prepare High School Students for College and Careers - The need for new forms of schooling with a learner-centered focus underlies the urgency to retool and enhance the systems that are used to leverage improvements in teaching and learning. In order to transform education at this most fundamental level, policy leaders and educators must focus on crafting integrated systems for defining and developing teacher effectiveness. (Alliance for Excellent Education, August 2010)...

Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation - The findings of this study indicate math teachers in the U.S. need better training if the nation's K-12 students are going to compete globally. The study found nearly all future middle-school teachers in the top-achieving countries took courses in linear algebra and basic calculus, only half of the U.S. future teacher took the fundamental courses. The problem can be attacked by a three-prong approach: (1) Recruit teachers with stronger math backgrounds; (2) Implement more rigorous state certification requirements for math teachers; and (3) Require more demanding math courses in all teacher preparation programs. (Center for Research in Math and Science Education, Michigan State University, April 2010)...

A Matter of Degrees: Preparing Teachers for the Pre-K Classroom - Research indicates that state pre-k programs with higher teacher qualification requirements improve children's school readiness so states get the most out of their investment in early education. This report reviews research on training for pre-k teachers and concludes that educators with at least a bachelor's degree couples with specialized training in early childhood are best able to foster development of the cognitive, social and emotional skills children need to be ready for kindergarten. (Pre[K]Now/Pew Center on the States, March 2010)...

National Task Force on Teacher Education in Physics: Report Synopsis - Except for a handful of isolated pockets of excellence, the national system of preparing physics teachers is largely inefficient, mostly incoherent and massively unprepared to deal with the current and future needs of the nation's students. At least that is the conclusions drawn by a national task force. The document provides a synopsis of the findings and recommendations. (National Task Force on Teacher Education in Physics, January 2010)...

Value Added Teacher Preparation Assessment Overview of 2007-08 Study - Five years of work has occurred as state leaders, research teams, university/district partners and national experts worked together to develop and implement Louisiana's Value Added Teacher Preparation Assessment. Louisiana is now at a point where it is possible to use an additional performance measure that extends beyond license test scores, surveys and the number of completers to assess the effectiveness of new teachers from the state's teacher preparation programs. (George Noell and Jeanne Burns, Louisiana Board of Regents, January 2009)...


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