ERIC Number: ED304414
Record Type: RIE
Publication Date: 1988
Reference Count: 0
State Professional Standards/Practices Commissions or Boards: A Policy Analysis Paper.
Jordan, K. Forbis
This monograph explores the implicit and explicit public policy issues inherent in the debate over who is responsible for teacher certification and standards. A question is raised on the process to be used in making key decisions about the content of teacher education programs and entry into teaching. The issue of whether state agencies will continue to set the policies that determine entry into teaching or whether national teacher organizations in concert with non-public agencies will become the dominant force is discussed. The role of schools, colleges and departments of education is also examined. National teacher organizations have supported the creation of standards/practices commissions, but current pressures for creating these bodies are coming from education reform advocates as well as state political figures. Interest in creating commissions appears to be high, and this may contribute to dramatic changes in the structure and content of teacher preparation programs. It is pointed out that opportunities to have more power in setting licensing standards and reviewing professional practices may be short-lived unless educators are perceived as capable of meeting the challenge. (JD)
Descriptors: Board of Education Role, Educational Policy, Elementary Secondary Education, Policy Formation, Schools of Education, State Standards, Teacher Associations, Teacher Certification, Teacher Education Programs
ACCTE Publications, One Dupont Circle NW, Suite 610, Washington, DC 20036-2412 ($15.00 plus $2.00 shipping and handling).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.
Note: Produced by the State Issues Clearinghouse.