CHALLENGES TO EDUCATOR PREPARATION IN THE UNITED STATES - 2012

1. CHALLENGES TO EDUCATOR PREPARATION IN THE UNITED STATES - 2012 David Imig Professor of the Practice University of Maryland UCET Conference Hinckley, Leicestershire November 9, 2012 July 10, 2012

2. The Presentation Appreciation Acknowledgements Trust and Professionalism Macro-Challenges Contextual Factors Professional Response Discerning Directions

3. SHIFTING AUTORITY for Education Schools Campus Mission Resources Curriculum Committees School Districts Hiring Policies Clinical Settings Research Sites Continuing Education State Program Approval Licensure Curricula Mandates Resources Federal Rules & Resources Accreditors & Certifiers

4. 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)

5. What Balance?

6. 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

7. A Context of Extraordinary Times – Anthony Bryk ENGAGEMENT MoreRelevance EFFECTIVENESS Ambitious Learning For All Students EFFICIENCY More Efficient Systems The Triple Aims of Educational Improvement

8. External Pressures on Teacher Education

9. Who is trying to solve the problem? Hint: It’s not just universities AACTE AILACTE CADREI TCSCUEI STATE REGUL. INTASC NASDTEC PUBLISHERS TEST MAKERS ETS/NES/ACT CIVIL RIGHTS GROUPS NAACP URBAN LEAGUE FOUNDATIONS CARNEGIE CORP. FORD BROAD ROCKEFELLER GATES WALDEN NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS MEDIA THINK TANKS HECHINGER INSTITUTE CARNEGIE ENDOWMENT STATE SYSTEMS NASH K-16 INITIATIVES ED TRUST LOCAL SCHOOLS AASA NSBA EDUCATOR PREPARATION SPECIAL ORGANIZATIONS HOLMES/RENAISSANCE GOODLAD/STEP/ NCTAF/ ASTEC STATE POLICYMAKERS NGA SHEEO NCSL ECS CCSO U.S. DEPARTMENT OF EDUCATION IES TITLE II/TQ RESEARCH ESTABLISHMENT AERA/CTP DISCIPLINARY GROUPS IRA NCTM NSTA ACLS C/U PRESIDENTS NASULGC AASCU NAICU ACE TEACHER ORGANIZATIONS NEA AFT BUSINESS LEADERS Bus. Round Table/CB ACCREDITATION AGENCIES NCATE/TEAC

10. Schools 2020KnowledgeWorks End of Schooling (as we Know It) Today’s Learners – digitally savvy Demographic 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 kids New skill sets – digital tools (online, mobile and blended learning) Redesign the school building – laboratories and design studios – course development Changing roles of teachers (“unbundling”)

11. College 2020The Chronicle of Higher Education Financial Constraints will Shape the Future of HigherEducation (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

12. 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.

13. Binary Tensions & Teacher Education Sykes on Binary Tensions Concerning Teachers, 2010 Professional Responsibility Cultivating Competence Standards Capacity Building Working Conditions Formative Assessments Public Accountability Eliminating Incompetence Measures Regulation Compensation Systems Summative Assessments

14. Binary Tensions (con’t) Commitment Community of Peers Support Tender/Soft Trust Contract Chain of Command Pressure Tough/Hard Control

15. Federal Education Policy – 2013-14 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 availability End government support for college loans

16. Election Results 2012

17. Agenda Setting for Teacher Education

18. National Reports from Interest Groups

19. National Reports

20. National Reports

21. National Reports National Research Council (2012) Preparing Teachers: Building Evidence for Sound Policy. Washington, DC: National Academies Press.

22. 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 2012 • National Council for Teacher Quality: expected Spring 2013

23. USN&WR/NCTQ PROJECT • Focus on good programs • Improve mediocre rated programs • Close weak programs

24. Department of Education of Education Negotiated • Rate every teacher prep program on a 1-4 scale • Effectiveness 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

25. The Cliff Impending sequester – 8.4% cut to all programs Impending debt ceiling increase Expiration of tax cuts Lame Duck Session of 112th Congress

26. TEACHER QUALITY MATTERSNo Child Left Behind ActHQT Teaching = AYP Schools Highly Qualified Teachers Matter HQTs possess Content Mastery HQTs use SBR Evidence to Produce High Quality Student Performance “Value-added Assessment” Offers a Tool to Show that HQT Teachers Matter (Sanders & Rivers)

27. “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

28. Council on Accreditation for Educator Preparation (CAEP) Merger underway Commission on Standards and Performance Reporting – 5 working groups and 41 members Draft standards out for public comment early 2013 Final standards late 2013 2 year transition period through 2015 Spring 2016 earliest CAEP standards would be required

29. A Wake Up Call

30. 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)

31. 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

32. 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

33. TRUST vs. CONTROL

34. Focus on Data and Data Based Decision Making

35. TRUST = RESPONSIBILITY To Whom Are We Accountable? To Whom Are We Responsible?

36. 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

37. 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

38. Effectiveness of Growth in Student LearningValue-Added Teacher PreparationAssessment ModelDeveloped 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 Slides from Dr. Jeanne Burns’ (LA Board of Regents) and Dr. Vickie Gentry’s (Northwestern State University of LA) presentation at the AACTE Pre-Con Workshop “Evaluation Nation”, February 24, 2011

39. 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 variables • Limited to teachers with < 5 years experience Slide by Mary Lynne Calhoun, University of North Carolina Charlotte

40. 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?

41. 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?

42. 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

43. The Difficult-to-Answer Questions Do we train or do we educate future teachers? Are longer programs better than shorter programs? Which modes of instruction should be taught? Are programs focused on subject matter knowledge better than those focused on socio-cultural theory? What background/ experiences should future teachers bring to the classroom? Should we rely on veteran classroom teachers or university faculty to train teachers? What models of classroom management should be evident? Can we shape the personal disposition of teacher candidates?

44. 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

45. So what is the answer? The National Research Council has concluded that there is little evidence that supports any one way of preparing teachers.

46. Our Response?

47. 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

48. Proposed Solutions: Responses from Teacher Preparation A Renewed Focus on Clinical Practice Blue Ribbon Panel CLINICAL PREPARATION AND PARTNERSHIPS FOR IMPROVED STUDENT LEARNING

49. 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

50. Focus on Clinical Practice: NCATE BRP Recommendations Focus on Elementary and Secondary Student Learning in Teacher Preparation Integrate Clinical Preparation Throughout Every Facet of Teacher Education Revamp Curriculum Inventive and Clinical Staffing Expand the Knowledge Base