paths to improving teacher education in the us: promising ideas and supporting evidence robert e....
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Paths to Improving Teacher Education in the US:
Promising Ideas and Supporting Evidence
Robert E. FlodenMichigan State University
Context for US Teacher Education
Decentralized system 1,300 institutions prepare teachers Most institutions operate multiple programs
Specific certifications Different structures for varying entry characteristics
(e.g., for career-changers) Each state sets policies for
Teacher preparation programs Teacher certification
Many paths to teacher certification Integrated undergraduate v post-graduate College-based v K-12 based v private firm Completed before hire v completed on-the-job
Directions for Teacher Preparation Reform
Change in program content Subject-matter preparation Pedagogical preparation Supervised field experience
Change in program structure Early entry into full-time teaching Program length Link to recruitment Induction and mentoring
Program Content: Subject-matter Preparation
For secondary-school teachers Require college major in subject to be
taught Tailor preparation toward deeper
preparation in secondary-school topics For elementary-school teachers
Require liberal arts major, rather than education major
Tailor preparation toward deeper preparation in elementary-school topics
Program Content: Pedagogical Preparation
Shift toward subject-specific teaching methods Pedagogical content knowledge Common obstacles to student learning Subject- or topic-specific methods of
instruction Methods for teaching reading Methods for teaching non-native
speakers of English Formative assessment
Program Content: Supervised Field Experience
Closer ties between preparation program and selected schools (Professional Development Schools)
Involvement of K-12 teachers in methods courses
Expanded time in K-12 schools
Program Structure: Early Entry into Full-time Teaching
In areas of teacher shortage, some schools hire on “emergency” licence
To reduce use of emergency license, institute “early-entry” certification: Appoint college graduates as classroom
teachers before most pedagogical preparation 6-8 week summer program, focused on
classroom management Additional preparation during first years of
teaching
Program Structure: Change Program Length
• Shift from 4-year to 5-year program• Place cap on number of “education
courses”• Base certification on examination,
rather than program completion
Program Structure: Link to Aggressive Recruitment
Combine aggressive recruitment, focused selection, and compressed preparation
Hiring for difficult-to-staff schools Incentives
Financial: salary, tuition credit Early entry
Teach for America Elite image 2-year commitment
Teaching Fellows Salary supplement Reduction in MA tuition
Program Structure: Induction and Mentoring
Continue teacher education into first years on the job
Varying mixes of practical, emotional, academic
New Teachers Center expands from California to other states
Approaches to Promoting Change
National program accreditation Institutional reform networks Blue-ribbon commission
recommendations Governmental policies and
programs
Promoting Change:Program Accreditation
All programs state-approved; some nationally accredited
Multiple models for linking national accreditation and state approval
National Council for the Accreditation of Teacher Education Judges program against national standard
Teacher Education Accreditation Council Audits evidence and arguments supporting
program claims
Promoting Change:Institutional Reform Networks
Holmes Partnership Research universities and partner schools
Network for Educational Renewal University/school partnerships committed to
Goodlad’s Agenda for Education in a Democracy
Teachers for a New Era/Learning Network Universities pursuing evidence-based
improvement, collaboration, and university-based induction
Promoting Change:Blue-ribbon Commission Recommendations
National Academy of Education volume on teacher education curriculum
Reports from subject matter organizations
Rising above the gathering storm Levine report
Promoting Change:Governmental Policies and Programs
State program requirement changes Additional coursework (e.g., in reading) Requirements for accreditation
Federal legislation Requirements for state reports on
program quality Promoting new paths to certification
Test-based certification Approval of new providers
Support for Reform Ideas and Approaches
Arguments based on common sense Professional judgment Empirical studies
Support:Empirical Studies
Recent research reviews Evidence about effects of teacher
preparation American Education Research Association General conclusion that the evidence is
thin Recent studies on some topics
Induction Early-entry programs (including
recruitment)
Evidence on Effects of Program Content
Subject matter preparation Most evidence for mathematics teaching
Teachers’ understanding still disappointing at the end of preparation
More study pays off, to a point
Pedagogical preparation Transferring skills to classroom challenging Subject-specific pedagogy has some payoff
Evidence about Early Entry Plus Recruitment
Two major studies of early entry combined with aggressive recruitment New York City Pathways
College-recommended; Teach for American; Teaching Fellows
Slight advantage for college-recommended in initial year
Teacher for America experiment TFA teachers perform as well as other
teachers employed in schools Comparison is to preparation plus recruitment,
not preparation alone
Evidence about Teacher Induction
Nationally, over 80% of new teachers involved
Factors effecting turnover Mentor in subject area Opportunities to collaborate with other
teachers Can reduce first-year turnover from 40%
to 18%
Studies on the Horizon
NRC Panel on Teacher Preparation IEA Teacher Education Development
Study – Mathematics Mathematical Education of
Elementary Teachers Use of state databases to compare
results across institutions
Methodological Challenges to Estimating Effects of Pre-service Teacher Education Reform
Selection bias Colleges select students Students select colleges K-12 Districts select and assign
teachers Teachers select districts
Teacher mobility
Paths to Improving Teacher Education in the US
Many ideas, with supporting rationales Adoption and implementation highly
varied, is a decentralized system Procedures being developed for gathering
more evidence Inferences about effects of particular
reforms still likely to depend more on judgment than on controlled empirical studies