ERIC Number: ED438261
Record Type: Non-Journal
Publication Date: 1999
Aligning Standards To Improve Teacher Preparation and Practice.
The importance of alignment amongst standards in teacher education is vital for transforming preservice teacher education, continuing professional development, and teacher evaluation. The National Board for Professional Teaching Standards (NBPTS) can shape and inform practice, and a dean of a school of education might face challenges in grounding the unit's programs in the propositions of the NBPTS. The standards movement is one possible way to place P-12 practitioners at the center of educational reform rather than as passive recipients of someone else's plans. The sections in the paper are as follows: "Introduction"; "The Promise of Standards Alignment"; "The Role of the Standards"; "Where to Begin"; "The National Board Propositions Shaping Teacher Practice" (continuing professional development, master's degree programs, teacher evaluation, and preservice teacher education); "The National Board and Professional Accreditation"; "Alignment, the Campus, and the Field"; "The Professional Development of Teacher Educators"; and "Final Thoughts." (SM)
Descriptors: Academic Standards, Accountability, Accreditation (Institutions), Continuing Education, Educational Improvement, Elementary Secondary Education, Faculty Development, Higher Education, Masters Degrees, Preservice Teacher Education, Teacher Educators, Teacher Evaluation
National Council for Accreditation of Teacher Education, 2010 Massachusetts Avenue, N.W., Suite 500, Washington, DC 20036-1023 ($10). Tel: 202-466-7496; Fax: 202-296-6620; e-mail: email@example.com; Web site: http://www.ncate.org.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Council for Accreditation of Teacher Education, Washington, DC.