Teacher Preparation: Models

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today. 

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Limitations of the study and alternative explanations for these differences are discussed.

This article describes the efforts of eleven universities and colleges to assess their teacher education programs based on broad, commonly held outcomes.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

This article reviewed a number of comprehensive instructional-mentoring programs and identified three critical factors that seem to be making a positive difference. 

The author uses teachers’ ratings on the North Carolina Educator Evaluation System to determine whether teacher preparation programs (TPPs) are associated with the evaluation ratings of their initially prepared teachers. 

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.

This paper describes the essential features of the personalized system of instruction (PSI). Results from outcome research examining the effectiveness of PSI-based courses relative to traditional methods provide unequivocal support for the superiority of PSI.

This article discusses Ontario’s Teachers Learning and Leadership Program (TLLP), which aims to support experienced teachers’ professional learning, develop teachers’ leadership skills, and facilitate knowledge exchange to share practices. The author’s research identifies considerable benefits of professional learning led “by, with and for” experienced teachers involving collaborative learning and sharing of practices.

Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school.

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

The purpose of this overview is to provide an understanding of the research base on teacher induction programs, the impact on teacher practice and student achievement, and recommendations for teacher induction programs.

This chapter from "Studying Teacher Education"  focus on the research procedures and the impact claims of researchers who study the complex phenomenon commonly labeled as a methods course or a teacher-
education-related field experience in a school or community. 

This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of “research as historically situated social practice,” which emphasizes that researchers’ interests, commitments, and social experiences guide the research questions they pursue and the theories and perspectives they adopt.

This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges

Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not.

New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. 

The National Council of Teacher Quality (NCTQ) review examines teacher preparation program progress in adopting the necessary components of evidence-based reading instruction. The report continues the effort of two previous reports offering educators a look at trends on preparation program progress on providing this essential training.

This research examines meta-analyses on the topic to identify those practices that predictably lead to effective classroom instruction. The paper examines practices such as teacher degrees, preparation models, methods of course delivery, technology-based instruction, cooperative learning practices, instruction methods, field experience, field experience supervision, and induction practices.

Classroom management is a topic of enduring concern for teachers, administrators, and the
public. It consistently ranks as the first or second most serious educational problem in the
eyes of the general public, and beginning teachers consistently rank it as their most pressing
concern during their early teaching years.

This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. 

Teaching methods and field experience courses that focus on teaching make up only a small fraction of the postsecondary coursework required for teachers, especially for prospective secondary teachers. 

The objective of this study was to investigate the differential effectiveness of teaching methods on students’ academic performance. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer. 

A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement.

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

This paper provides the first empirical examination of National Council on Teacher Quality (NCTQ) ratings,  beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics.

This brief quantifies the fundamentally chaotic nature of elementary teacher preparation for initial certification, which is by far the most popular choice of individuals who consider teaching. While there is overlap in the topics each undergraduate/graduate program pair covers, what's more striking are the different course requirements--even though both programs are offered by the same education school at the same institution. Ideally, teacher candidates in each program pair should receive preparation that is not only consistent, but also high quality in its design.

Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform.

This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. 

The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. 

This article explores the role and contribution of narrative interviews in educational research, by studying its application as data collecting technique in two different case studies: narrative interviews with directors of an academic college of education and with preschool teachers in Israel. The paper presents two case studies in which the narrative interview was used as a key methodological tool reflecting and describing the historical, cultural and educational contexts in which the subjects act, thus enabling a better understanding of the meaning of their behavior. 

This paper describes some implication of research on learning to teach to the design of induction and mentoring programs. 

This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials. 

This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on different types and components of induction, including mentoring programs, collective' group activities, and the provision of extra resources and reduced workloads. 

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors  examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. 

This report is one of a series of reports on teacher quality systems in top-performing countries commissioned by the Center on International Education Benchmarking of the National Center on Education and the Economy. In addition to these reports, researchers have collected authentic tools used by the systems highlighted to assist policymakers and practitioners interested in adapting lessons learned for their own context and culture.

The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover

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.

An overview of teaching and classroom management techniques for learning for student paced learning from 1963.

This study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. 

The Teacher Education Committee at Northwestern Oklahoma State University approved the development of a competency-based teacher education program. A subcommittee identified and wrote professional education competencies which students should master prior to program completion.

This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).

This study investigated the National Board for Professional Teaching Standards'(NBPTS)
assessment process in order to identify, quantify, and substantiate learning outcomes from
the participants.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

As special education professionals, we sometimes feel we are working in a field of dreams. This field of dreams is created by idealistic visionaries, who develop legislation, regulations, and mandates that we must put into practice in actual school settings with limited time and resources.

This paper is the story of Fast Start. This paper will explain exactly how they transformed their approach to pre-service training and built Fast Start, and what they’ve learned along the way. They hope that their experience—including our failures—can serve as a road map for other preparation programs that want to find new ways to help new teachers find success.

National Center for Education Statistics. U.S. Department of Education presents the data of public school teachers who held a postbaccalaureate degree, public school teachers who held the certificate, and the year of experience.

This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16. 

This chapter presents a taxonomy that distinguishes among different categories of theories, models and frameworks used in implementation science. The chapter describes five categories of theoretical approaches that achieve three overarching aims: process models, which are aimed at describing and/or guiding the process of translating research into practice; determinant frameworks, classic theories and implementation theories, which are aimed at understanding and/or explaining what influences implementation outcomes; and evaluation frameworks, which are aimed at evaluating implementation.

The authors use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.

This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve. 

This article provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. It explores how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.

Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.

The term “mega system” derives from a field research project at the Laboratory for Student Success at Temple University that studied comprehensive school reform. Comprehensive school reform moves a whole school forward by dramatically changing the way it operates.

In a multiple baseline across students design three third grade children were exposed to report-do-report correspondence training. Training involved teaching the children to prompt praise following completing math work in training and classroom setting. The implications of this procedure for promoting setting and time-setting generalization were discussed. 

Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructional effective. The authors test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs.

This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement.

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

This paper is part of a bigger research project and focuses on issues related to soft skills and teaching professional training. The purpose of this paper is to explore the extent of soft skills that has been integrated in teaching professional training from the novice teachers’ perspectives.

The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The components of successful professional development programs are discussed and implications for teacher education are offered. 

This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.

The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education.

For many decades, teacher educators were divided into two camps: those who favored whole language, characterized by the idea that reading is a natural process gained through exposure to authentic texts, and those who believed in systematic phonics instruction, which is the explicit teaching of sound-letter relationships.

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers’ practices.

This report commissioned by the National Council for Accreditation of Teacher Education (NCATE), offers recommendations for improving teacher preparation programs