Holding Teacher Preparation Accountable: A Review of Claims and Evidence

Autor/inn/en	Cochran-Smith, Marilyn; Stern, Rebecca; Sánchez, Juan Garbiel; Miller, Andrew; Keefe, Elizabeth Stringer; Fernández, M. Beatriz; Chang, Wen-Chia; Carney, Molly Cummings; Burton, Stephani; Baker, Megina
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Holding Teacher Preparation Accountable: A Review of Claims and Evidence
Quelle	(2016), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education; Accountability; Teacher Effectiveness; Educational Quality; Standards; Educational Improvement; Evidence; Educational Legislation; Higher Education; Federal Legislation; Accreditation (Institutions); Alternative Assessment; Validity; Teacher Evaluation; Educational Policy + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Standard; Teaching improvement; Unterrichtsentwicklung; Evidenz; Bildungsrecht; Schulgesetz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bundesrecht; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Gültigkeit; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik
Abstract	Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher education accountable" for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.) (ERIC).
Anmerkungen	National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01