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Preparing, Supporting, Mentoring Special Educators . Revamping Higher Education & Teacher Preparation. 2 Major Initiatives in Higher Education . What is the Problem??. Tuition at public four-year college increased by 250% over last 30 years Average student graduates with $26,000 in debt
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Preparing, Supporting, Mentoring Special Educators Revamping Higher Education & Teacher Preparation
What is the Problem?? Tuition at public four-year college increased by 250% over last 30 years Average student graduates with $26,000 in debt 58% of full time students earned a 4-year degree, in six years (2004) Source: White House Fact Sheet: President’s Plan to make College More Affordable, August 2013
The Response… Access, % Pell Grant Recipients Affordability Outcomes Employment of Graduates Base Student Aid on College Value by 2018
Reforms in Teacher Preparation Programs “By almost any standard, many if not most of the nation’s 1,450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st-century classroom.” “America’s university-based teacher preparation programs need revolutionary change--not evolutionary tinkering.”“For decades, schools of education have been renowned for being cash cows for universities. The large enrollment in education schools and their relatively low overhead have made them profit-centers. But many universities have diverted those profits to more prestigious but under-enrolled graduate departments like physics--while doing little to invest in rigorous educational research and well-run clinical training.” http://www.tc.columbia.edu/news.htm?articleID=7194
What is the Problem?? Student performance lags far behind other nations
What is the Problem?? • What is the Department saying… • “Teacher preparation programs are not always attracting the strongest candidates – only 24% of all teachers, and only 14% of teachers in high-poverty schools, come from the top third of college graduates” • More than three in five education school alumni report that their preparation did not prepare them for “classroom realities” • “70% of superintendents and principals said teachers were not prepared to address the needs of students with disabilities.”
What is the Problem?? States identified less than 2% of teacher preparation programs as “low performing” Current HEA reporting requirements = 440 reporting fields for states; 250 for IHEs
Shift to Effectiveness…Not Just in K-12 “The Department is interested in ensuring that teacher preparation programs, school districts and prospective students have access to meaningful, outcome-based as well as input-oriented indicators of program effectiveness that will promote improvements in those programs, and provide to potential employers and prospectivestudents actionable information to guide their hiring and program application decisions.” • U.S. Department of Education http://www2.ed.gov/policy/highered/reg/hearulemaking/2011/teacherprep.html
Shift to Effectiveness…Not Just in K-12 • Rate every teacher preparation program on 1-4 scale • Rating system as proposed by feds • K-12 student outcomes of program graduates based on value added scores; • Employment outcomes for graduates including placement and retention; • Customer satisfaction (graduate and principal surveys); • Professional accreditation OR state approval;
What’s To Come? Proposed regulations are expected out soon Keep informed – stay tuned!!
CEC Advocacy: Preparing Future Educators to Meet the Needs of Children with Disabilities • IDEA Personnel Preparation Program needs greater investment; • Higher Education Opportunity Act must • prepare all educators to work with students with disabilities; • emphasize high-quality clinical experiences • Support TEACH Grant loan program for shortage areas (i.e. special education) • Not allow for use of value-added measures
CEC-Supported Legislation Reforms Preparation Programs The Educator Preparation Reform Act (S.1062/H.R.2172) Introduced by Senator Jack Reed (D-R.I.) and Congressman Mike Honda (D-Calif.) • Emphasizes preparation for all educators on needs of students with disabilities. • Increases clinical preparation requirements and eligibility. • Enhances the Teacher Quality Partnership Grants Program, an initiative to create partnerships between teacher preparation programs and high-need schools, program graduates are all prepared to teacher students with disabilities and must teach for at least three years in a high-need school. • Supports TEACH Grants which provide up to $16,000 scholarships to recruit high performing students into teaching in high-need fields, including special educators, in exchange for four years of teaching in high-need school. • Includes accountability measures for preparation programs based on admissions standards, clinical preparation requirements and outcomes measures such as placement, retention, and performance. Urge Your Senators/Representative to Co-Sponsor!
Discussion • Tying ranking to financial aid eligibility • Impact of high stakes decisions based on student test scores? • Will teacher preparation programs want to maintain special education focus? • Will this exacerbate the special education shortage?
