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ERIC Number: ED471782
Record Type: RIE
Publication Date: 1999
Pages: 59
Abstractor: N/A
To Touch the Future: Transforming the Way Teachers Are Taught. An Action Agenda for College and University Presidents.
American Council on Education, Washington, DC.
This action plan provides information on improving the quality of education offered to teachers and school leaders, reporting the results of a task force study which found that: student success depends mainly on teacher quality; the essential competencies of effective teachers are command of the subject, preparation in effective pedagogical practice, and high overall academic performance; strong and effective teacher education programs share many common characteristics; the academic capacity of graduates who enter teaching is comparable to that of college graduates overall for prospective secondary teachers, but below average for prospective elementary teachers; teachers are inadequately prepared to understand and apply technology to teaching; current mechanisms of academic quality control are inadequate to ensure that only fully qualified teachers enter teaching; there is an opportunity to transform teacher quality with the hiring of at least 2.5 million teachers in the next decade; special efforts are needed to address shortages in high poverty schools, special needs programs, and the sciences, and among minority teachers; and demand for new teachers can be reduced significantly by reducing teacher attrition. Two appendixes present the American Association for State Colleges and Universities'"A Call for Teacher Education Reform" and the American Association of Universities'"Resolution on Teacher Education." Appended to the main report is "Touching the Future: Final Report" (Charles Coffin, 2002). (Contains 59 references.) (SM)
ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 ($15). Tel: 301-632-6757; Fax: 301-843-0159.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Ford Foundation, New York, NY.; Carnegie Corp. of New York, NY.
Authoring Institution: American Council on Education, Washington, DC.
Note: Paper prepared by the ACE Presidents' Task Force on Teacher Education.