Education Drivers

Teacher Program Models

Teacher preparation began in the mid-19th century with the normal school, a 2-year course of study that prepared candidates for teaching. This model remained unchanged until the early 20th century, when universities created the undergraduate model, which currently predominates. Teacher candidates are required to spend 4 years obtaining a bachelor’s degree built around a prescribed course of education study. A second relatively recent modification is the 5-year credential model, requiring candidates to obtain a bachelor’s degree before beginning a 5th year of instruction in teaching. The driving force behind the postgraduate model was the belief that teachers were not respected. It was assumed that a post-bachelor’s and/or graduate degree certificate would confer greater esteem on the profession. This model is offered across the country and is mandated for all new teachers in California. A third option, the alternative credential (AC) model, arose as a solution to teacher shortages. The AC model is distinct from the traditional models in that candidates receive formal preparation coursework while already employed in the classroom. Currently, little evidence exists to support the superiority of any one method over the others.

Publications

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SYNOPSIS
CITATION
Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How Much Formal Training Do Teachers Get?
The analysis reviews school teacher earned degree data obtained from the National Center for Education Statistics (NCES) Digest of Education Statistics (2008).
Keyworth, R. (2010). How Much Formal Training Do Teachers Get? Retrieved from how-much-formal-training.
How important is it for teachers to receive subject matter training in order to obtain a teaching credential?
This inquiry lookes at two meta-analyses on the importance of subject matter training in teacher pre-service instruction.
States, J. (2010). How important is it for teachers to receive subject matter training in order to obtain a teaching credential? Retrieved from how-important-is-it.
How important in increasing student achievement is the training of teachers in the subject matter they will teach students?
This literature review tries to answer the question; does the quality and amount of subject matter pre-service training translate into better qualified teachers?
States, J. (2011). How important in increasing student achievement is the training of teachers in the subject matter they will teach students? Retrieved from how-important-in-increasing.
What does current research tell us about the effect of four- and five-year teacher preparation programs on the quality of teachers and student achievement?
This analysis lookes at the quality of research comparing four versus five-year teacher credential programs to identify which approach produces the best teachers.
States, J. (2011). What does current research tell us about the effect of four- and five-year teacher preparation programs on the quality of teachers and student achievement? Retrieved from what-does-current-research.
What Field Experience Methods Produce the Best Results?
This is a review of three meta-analyses on the impact of differing types of teacher field (clinical) experience.
States, J. (2011). What Field Experience Methods Produce the Best Results? Retrieved from what-field-experience-methods.
Which credential process produces better teachers: traditional or alternative?
This analysis examines research comparing the impact on student achievement for traditional routes to receiving a teaching credential to alternative credential paths.
States, J. (2011). Which credential process produces better teachers: traditional or alternative? Retrieved from which-credential-process-produces.

 

Presentations

TITLE
SYNOPSIS
CITATION
Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.

Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.

Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. (2010). Science and the Education of Teachers [Powerpoint Slides]. Retrieved from 2010-Wing-Presentation-James-Kauffman.
Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation
This paper discusses the results of the National Council on Teacher Quality’s first nation-wide study of 2,420 university teacher preparation programs across 1,130 institutions.
McKee, A. (2014). From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-arthur-mckee.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
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SYNOPSIS
CITATION
Transforming Teacher Education Through Clinical Practice: A National Strategy To Prepare Effective Teachers
This report commissioned by the National Council for Accreditation of Teacher Education (NCATE), offers recommendations for improving teacher preparation programs
Zimpher, N. et al., (2010). Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers: Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Commissioned by National Council for Accreditation of Teacher Education.
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SYNOPSIS
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

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