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DAVID IMIGPROFESSOR OF THE PRACTICE
UNIVERSITY OF MARYLAND
UCET CONFERENCEHINCKLEY, LEICESTERSHIRE
NOVEMBER 9, 2012JULY 10, 2012
CHALLENGES TO EDUCATOR PREPARATION IN THE UNITED
STATES - 2012
The Presentation
AppreciationAcknowledgements
Trust and ProfessionalismMacro-ChallengesContextual Factors
Professional ResponseDiscerning Directions
SHIFTING AUTORITY for Education Schools
CampusMission
ResourcesCurriculum Committees
StateProgram Approval
LicensureCurricula Mandates
Resources
School DistrictsHiring Policies
Clinical SettingsResearch Sites
Continuing Education
Federal Rules & Resources
Accreditors & Certifiers
Professional Trust
The expectation that arises within a community of regular, honest & cooperative behavior, based on commonly shared norms on the part of other members of the community: Fukuyama (1996)
What Balance?
Trust
Control
Relational TrustBryk & Schneider (2002)
Is built through day-to-day professional exchanges in the school community
Supports a moral imperative to take on the difficult work of school improvement
Facilitates school accountability for shared standards
Reduces the vulnerability of teachers Facilitates the safety needed to experiment
with new practices
EFFICIENCY
EFFECTIVENESS
ENGAGEMENT
A Context of Extraordinary Times – Anthony Bryk
More EfficientSystems
Ambitious Learning
For All Students
MoreRelevance
The Triple Aims of Educational Improvement
External Pressures on Teacher Education
Professional Initiatives
Common Core Standards and Assessments
InTASC Standards Revision
Unification of the
accrediting bodies - CAEP
Federal and State Policy
Highly Qualified Teacher
Definition
Reauthorization of Title II of
ESEA and HEA
State policy arena
Data Collection
Statewide Data Systems
Title II Reporting
Accreditation
Other “collectors”
Accountability and
Evaluation
NSF Study of Program impact on student learning
NCTQ
State teacher prep report
cards
Perceptions
In Congress and
Administration
In the policy/think tank world
In the public
Who is trying to solve the problem? Hint: It’s not just universities
STATE REGUL.INTASC
NASDTEC
PUBLISHERSTEST MAKERSETS/NES/ACT
CIVIL RIGHTS GROUPS
NAACP
URBAN LEAGUE
AACTEAILACTECADREITCSCUEI
FOUNDATIONSCARNEGIE CORP.
FORDBROAD
ROCKEFELLERGATES
WALDEN
NATIONAL BOARD FOR
PROFESSIONAL TEACHING
STANDARDS
STATE SYSTEMSNASH
K-16 INITIATIVESED TRUST
SPECIAL ORGANIZATIONS HOLMES/RENAISSANCE GOODLAD/STEP/ NCTAF/ ASTEC
U.S. DEPARTMENT OF EDUCATION IES TITLE
II/TQ
C/U PRESIDENTSNASULGC
AASCUNAICUACE ACCREDITATION
AGENCIES NCATE/TEAC
DISCIPLINARY GROUPS IRA NCTM NSTA
ACLS
TEACHER ORGANIZATIONS
NEA
AFT
BUSINESS LEADERS
Bus. Round Table/CB
MEDIA THINK TANKS HECHINGER INSTITUTE
CARNEGIE ENDOWMENT
LOCAL SCHOOLS AASA
NSBA
STATE POLICYMAKERS
NGA SHEEO NCSL ECS
CCSO
RESEARCH ESTABLISHMENT
AERA/CTP
EDUCATOR
PREPARATION
End of Schooling (as we Know It)Today’s Learners – digitally savvyDemographic Change with Minority Youth +50%
by 2023 (23% Speak Non-English At Home)Minority kids access the internet by cell phone
more frequently than do majority kidsNew skill sets – digital tools (online, mobile and
blended learning)Redesign the school building – laboratories and
design studios – course developmentChanging roles of teachers (“unbundling”)
Schools 2020KnowledgeWorks
College 2020The Chronicle of Higher Education
Financial Constraints will Shape the Future of Higher Education (Reduced Public Investment)
Greater Demand for Less Expensive, More Convenient & Flexible Higher Education (Three Year/12 Month Calendar) with Hybrid Learning
Transformed Student Population (Minorities Outnumber Majorities, Females Outnumber Males) with Part-time Students Outnumbering Full-time Students
Greater Emphasis on Teaching and Learning and Measurable Outcomes
More Emphasis on Mission/Shrinking Number of Traditional Colleges and Universities/More For-Profit Institutions
Faculty Expectations for 2020
“there is very little that students cannot find on their own if they are inspired to do so. And many of them will be surfing the Net in class. The faculty member, therefore, may become less an oracle and more an organizer and guide, someone who adds perspective and context, finds the best articles and research, and sweeps away misconceptions and bad information.” A.M. Brower, The College of 2020.
Arum, R. & Roksa, J. (2011) Academically Adrift: Limited Learning on College Campuses. University of Chicago Press.Hacker, A. & Dreifus, C. (2010) Higher Education: How Colleges are Wasting Our Money and Failing Our Kids. St. Martin’s Press.
Binary Tensions & Teacher Education
Professional Responsibility
Cultivating Competence
StandardsCapacity BuildingWorking ConditionsFormative
Assessments
Public Accountability
Eliminating Incompetence
MeasuresRegulationCompensation
SystemsSummative
Assessments
Sykes on Binary Tensions Concerning Teachers,
2010
Binary Tensions (con’t)
CommitmentCommunity of PeersSupportTender/SoftTrust
ContractChain of CommandPressureTough/HardControl
Obama on Education Romney on Education
Maintenance of RTT (with focus on common standards, new assessments, teacher evaluations, data-systems, & school turn-around)
More aggressive support for schools
Expand government loan programs and tax credits for eligible college students
Insist on more emphasis on college-student outcomes
Return to NCLB (end waivers)
Reduce federal support for education
Greater state responsibility for common standards
More charter and digital school initiatives
Cut Pell Grant availabilityEnd government support
for college loans
Federal Education Policy – 2013-14
Election Results 2012
Agenda Setting for Teacher Education
HigherEducation
• University Presidents
• College Interests
State Government
• Traditional Groups
• Emerging Groups
Professional
• Teacher Groups
• Other K-12 Groups
Interest Groups
• NCTQ/Fordham
• Aspen/Achieve
National Reports from Interest Groups
National Reports
National Reports
National Reports
National Research Council (2012) Preparing Teachers: Building Evidence for Sound Policy. Washington, DC:
National Academies Press.
National Reports
Chief State School Officers: expected Fall 2012 State program approval system enhancements Use state policy apparatus to designate high and low
performing programs Develop standards to ensure that programs produce high
quality teachers Provide feedback to programs for continuous improvement
American Federation of Teachers: expected Fall 2012National Council for Teacher Quality: expected Spring
2013
USN&WR/NCTQ PROJECT
Focus on good programsImprove mediocre rated programsClose weak programs
Department of Education of Education Negotiated
Rate every teacher prep program on a 1-4 scaleEffectiveness measures:
Value-added K-12 student test scores Candidate and principal satisfaction surveys Employment outcomes Professional accreditation or state approval considering
clinical, rigor of selection and content and pedagogical skills of candidate
Only top-rated programs eligible for student financial aid (TEACH Grants)
New precedent: state is arbiter of eligibility for student financial aid
The Cliff
Impending sequester – 8.4% cut to all programs
Impending debt ceiling increase
Expiration of tax cuts
Lame Duck Session of 112th Congress
TEACHER QUALITY MATTERS
No Child Left Behind ActHQT Teaching = AYP Schools
Highly Qualified Teachers MatterHQTs possess Content MasteryHQTs use SBR Evidence to Produce
High Quality Student Performance
“Value-added Assessment” Offers a Tool to Show that HQT Teachers Matter (Sanders & Rivers)
“Highly Qualified” Definition
Data required to determine how many teachers-in-training are called ‘highly qualified’
How many are teaching students with disabilities, English learners, low-income students
Report due 12/31/13
One-year extension
Council on Accreditation for Educator Preparation (CAEP)
Merger underwayCommission on Standards and Performance
Reporting – 5 working groups and 41 membersDraft standards out for public comment early 2013Final standards late 20132 year transition period through 2015Spring 2016 earliest CAEP standards would be
required
A Wake Up Call
Why turn teacher education upside down?
Real and Persistent Education Challenges: Too many students are not succeeding—achievement gaps Teaching in a diverse society Technology and media rich environment Comparison in international settings (US ranks 24th in math, 17th in Science) Preparing students for today’s workforce
The economy Faster, cheaper, better Want to spend money on what works States and feds are questioning the dollars they spend
Focus on Accountability Teachers and preparation programs under scrutiny Must show value added (master’s degree)
Why are We Vulnerable?
No common definition of an effective program
Perceived Lack of a Profession: No shared body of knowledge 50 different systems
Accreditation: Unwillingness to Deal with Weak Programs
Need for research Linking preparation and teacher
professional development to student achievement
The Great Debate in Teacher Education
Traditionalists
Support conventional, rigorous university-based teacher preparation and
robust clinical experiences
Reformers
Emphasize performance over credentials and
show skepticism about conventional licensure
and preparation
TRUST vs. CONTROL
Reformist Orientation for Teacher Education
Traditionalist
Orientation for Teacher Education
Focus on Data and Data Based Decision Making
IHE’s
Title II reports
NCATE/TEAC
PEDS
iPEDS
Education Week: Quality Counts
Survey
National Center on Education Information
NCES Beginning Teacher
Longitudinal Survey
NCES Beginning Postsecondary
Survey
NCES Schools and Staffing
Program Approval
Accountability
Responsibility
To Whom Are We Accountable?To Whom Are We Responsible?
TRUST = RESPONSIBILITY
EFFECTIVE TEACHERS – EFFECTIVE TEACHING
Better Candidates –higher GPAs, better test scores, more content knowledge, more professional dispositions, more social capital, greater potential
Better Teaching – instructional capabilities for teaching all children, routines for promoting student engagement, basic classroom management practices, belief in student capabilities, ability to establish classroom norms, subject specific PCK
An Increased Focus on Teacher Quality
Public Policy makers, politicians, philanthropists, the media, the public, and “think tanks” across the political spectrum assert that the quality of teachers must improve
Research Evidence: high quality teachers are critical to raising educational standards
However, we lack a compelling roadmap
Effectiveness of Growth in Student LearningValue-Added Teacher Preparation
Assessment Model
Developed by George Noell, Ph.D. & Kristin Gansle, Ph.D.Louisiana State University and A&M College
Predict achievement of individual students based on prior achievement, demographics, and attendance
Assess actual student achievement Link growth of student achievement to new
teachers and teacher preparation programs that taught the new teachers
Calculate degree to which students taught by new teachers met achievement of similar students taught by experienced teachers
Act on results
Sli
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Dr.
Jean
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r. V
ickie
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tate
Un
ivers
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rese
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re-C
on
Work
shop
“Eva
luati
on
Nati
on
”,
Feb
ruary
24
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01
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North Carolina Teacher Education Review
Portal analysis: Are teachers from some portals more effective classroom teachers than peers who entered the profession through another portal?
Model compares the graduates of UNC institutions with the aggregate of all other teachers in the state
Model compares 12 categories of teacher preparation with the aggregate
Value-added methodology with 28 variablesLimited to teachers with < 5 years experience
Slide by Mary Lynne Calhoun, University of North Carolina Charlotte
Ohio Report Card
Minimum Standards Pass rates on state licensure exam Performance on the Teacher Performance Assessment Value-added growth metric
Excellence and Innovation Placement of graduates in hard-to-staff schools Quality of partnerships with all P-12 schools Partnerships to improve low-performing schools Education students gaining international experiences Use of innovative technologies for instruction Other initiatives
Continuous Improvement Quality of candidates entering teaching preparation programs Quality of field and clinical experiences Satisfaction of teachers with the quality of their preparation programs Performance surveys from mentors and employers % of newly hired teachers completing the state residency program?
The Bottom Line
How do we identify and measure high quality teachers?
How do we hold teacher education programs accountable?
How do we link teacher performance and student achievement?
Judging Teachers, Judging Schools
Regardless of how they’re viewed, teachers are vitally important for the success of students. “Within grade levels, the single most dominant
factor affecting student academic gain is teacher effect.” - Wright, Horn, and Sanders, 1996
The Difficult-to-Answer Questions
Which modes of instruction should
be taught?
What models of classroom
management should be
evident?
Are longer
programs better than
shorter programs
?
Are programs focused on
subject matter knowledge better than
those focused on socio-cultural theory?Can we
shape the personal
disposition of teacher
candidates?
Do we train or do
we educate future
teachers?
What background/ experiences
should future teachers
bring to the classroom?
Should we rely on veteran classroom
teachers or university
faculty to train teachers?
Competing Conceptions of Education Schools
Professionals
Education schools like medical schools
Dominate market Expansion of criteria to
practice Standardization of
program Highlight inputs Professionals set norms
for practice Professional controls Heavily subsidized Responsive to generic
needs and concerns
Reformers
Education schools like business schools
Compete in market Minimal criteria to
practice Diversification of
programs Focus on outcomes Market defines quality of
practice Public controls Heavily dependent on
market Responsive to particular/
specific needs
So what is the answer?
The National Research Council has concluded that there is little evidence that supports any one way of preparing teachers.
Our Response?
Head in the Sand Head in
the clouds
Defensive
Deer in Headlights
Traditionalists v. Reformers:An Ideological Showdown
Traditionalists
• Teacher education should be extended to accommodate changing societal demands on students
• Holistic assessment of student achievement; student need to be prepared to be successful in highly technical, media rich society
• Focus on greater mastery of content and pedagogy
• Advocate for rigorous clinical preparation, induction and teacher residency models
Reformers
• Less federal and more state authority
• Greater conformity across teacher preparation
• Standards setting, alignment and accountability
• Data-driven decision making • Value-added assessment of
students• Student success on standardized
assessments is primary• Introduce competition in teacher
preparation models
Proposed Solutions: Responses from Teacher Preparation
A Renewed Focus on Clinical Practice
Blue Ribbon Panel
CLINICAL PREPARATION AND PARTNERSHIPS FOR IMPROVED STUDENT LEARNING
Focus on Clinical Practice
Establish a framework to re-design educator preparation
Gap between how teachers are prepared and what schools need
Profession needs an entirely new system of teacher preparation
Focus on Clinical Practice: NCATE BRP Recommendations
REVAMP CURRICULUM
INVENTIVE AND CLINICAL STAFFING
FOCUS ON ELEMENTARY AND
SECONDARY STUDENT
LEARNING IN TEACHER
PREPARATION
EXPAND THE KNOWLEDGE
BASE
INTEGRATE CLINICAL
PREPARATION THROUGHOUT
EVERY FACET OF TEACHER
EDUCATION
Focus on Clinical Practice:Navigating the Complexities of School-
University Partnerships
Accreditation and Standards-Setting
Create uniform standards with evidence based examples to assess teacher education programs and guide both traditional and non-traditional routes.
Proposed Solutions: Responses from Teacher Preparation
Assessing Teacher Candidate PerformanceAmerican Association of Colleges of Teacher Education
and Stanford University have formed partnership to develop and implement tool to assess future teachers Assess candidates in a way that provides evidence of
preparation effectiveness, supports program improvement, and informs policy makers
Assessing Teacher Candidate Performance
Teacher Performance Assessment (TPA)
- Gathers and uses evidence of teaching performance to improve teaching and teacher preparation
- Future teachers document and analyze their teaching and collect and evaluate evidence of student learning
- Portfolio is evaluated by highly rained raters who score the materials in a consistent manner against specific criteria
Assessing Teacher Candidate Performance
Assessing Teachewhr Candidate Performance
WHERE NEXT FOR EDUCATOR PREPARATION?
Focus on Individual Student - MCE & IDEA & VAM Drive Consideration to the Level of the Individual Student
Fundamental Changes in “Teacher Work” Occur – Combinations of “Short-Termers” & “Long-Termers” with “Drop-ins & Drop-outs” – Contract Teachers or “Taxi Teachers”
Consideration of the “Learning Spaces” Where Teachers Work - Malls, Museums, Theatres, Businesses, 3rd Sector Organizations
Technological Innovations and their Applications to Learning – Tech-savvy Kids - Merging of Classroom & Online Learning
Impact of Problem-Based Learning – Globalism, Environmentalism, Public Health Challenges, Energy Sufficiency
On-Going Formative Assessment More Emphasis on Learning Communities
Rebuilding Trust
For Further Information
David G. ImigProfessor of the Practice
College of EducationUniversity of Maryland
