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Working Together to Address a Common Need: Partnerships for Teacher Quality

Education Commission of the States. Working Together to Address a Common Need: Partnerships for Teacher Quality. Bruce Vandal Director, Postsecondary Education and Workforce Development Education Commission of the States August 11, 2009. State Partnerships for Quality Teacher Preparation.

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Working Together to Address a Common Need: Partnerships for Teacher Quality

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  1. Education Commission of the States Working Together to Address a Common Need: Partnerships for Teacher Quality Bruce Vandal Director, Postsecondary Education and Workforce Development Education Commission of the States August 11, 2009

  2. State Partnerships for Quality Teacher Preparation • Partnership with National Center for Teacher Transformation at St. Petersburg College • Funded by Fund for Improvement of Postsecondary Education • Engaged K-12 and postsecondary leaders

  3. The Question: To what extent can states facilitate strong partnerships between teacher preparation programs and school districts that result in continuous improvement of both teacher preparation programs and public schools?

  4. Current Reality • Greater accountability for public schools and teacher education. • Longitudinal data systems that can link student achievement to teachers. • Focus on teacher quality as most important variable in student performance. • Limited resources for both postsecondary and K-12 institutions demand greater bang for the public dollar. • Development of performance based teacher standards.

  5. Our Paradigm • Customized training/Workforce development • The school and school district as “customer” of teacher preparation programs. • The customer articulates qualities and skills required of teachers. • The teacher education program adapts its programs to meet the needs of the school district. • Shared data and responsiveness to market forces. • Partnership where the customer and the teacher education program work together to improve quality of their efforts.

  6. The Framework

  7. The Key Effectively Integrating All Components into a System for Continuous Improvement

  8. Key Lessons:US DOE Title II HEA Partnership Program • Partnerships are mission driven and have formalized systems of cooperation. • Support from key institutional leaders–university presidents, superintendents, deans of arts and sciences. • Teacher education faculty in residence lead to more support for teachers and principals. • Teacher education faculty attend to internal accountability of their program. • Greatest collaboration between teacher education and schools is the support of new teachers and evaluation instructional practices. • Partnerships based on previous relationships are most effective. • Partnerships must have measurable goals.

  9. Models • Louisiana Board of Regents Value Added Assessment Model. • Ohio Teacher Quality Partnership • Renaissance Group • Arkansas Educational Renewal Zones • The Boston Teacher Residency Program • Anne Arundel Community College’s TEACH Institute

  10. Strategies • Assess teacher performance through both student achievement data and performance assessments. • Track data back to teachers and the institutions that prepared them. • Build the capacity of school districts to measure the impact of their teachers against the skills and competencies they are taught in teacher education programs. • Customize professional development based on teacher skills positively aligned with student achievement. • Leverage partnerships to evaluate state teacher performance standards. • Include partnerships in state accountability standards for school districts and teacher education programs.

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