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ERIC Number: ED512678
Record Type: Non-Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: N/A
Ed School Essentials: A Review of Illinois Teacher Preparation. Executive Summary
National Council on Teacher Quality
There have been many attempts over the years to identify the features of a good education school, but none is like the effort here, a comprehensive examination of the 53 institutions in Illinois. The National Council on Teacher Quality (NCTQ) has undertaken this outsized effort because it is desperately needed. Well over a century after formal teacher preparation became the norm, followed by decades of multiple attempts at reform by the federal government, state governments and national accrediting bodies, the core components of teacher preparation have yet to be adequately defined. In this effort, the authors pursue what they believe to be a singular definition of high-quality teacher preparation, namely identifying the necessary preparation and assessment that superintendents and principals say their new teachers "should" have had but routinely do not "receive". If teacher quality is to improve, it is imperative that prospective teachers, school districts, Illinois policymakers and the public learn more about the quality of teacher preparation by institutions of higher education. That was the motivation behind a decision by Advance Illinois, a relatively new state education advocacy group, to ask NCTQ to review all of the education schools in Illinois. In Illinois, they evaluated 111 undergraduate and graduate programs in 53 education schools, as well as three "independent providers" that recruit, but do not fully train, teachers. This is the first time they have evaluated graduate programs, not just undergraduate, and they have expanded the scope of their evaluation of special education. Each program is evaluated against a set of standards drawn from 39 standards in total that indicate if education schools are, first and foremost, attracting talented individuals and, second, preparing them in the specific ways that will make teachers more effective in the classroom. Keep in mind when interpreting the results that the point of this review is not to assess whether an Illinois education school is producing good or bad teachers. The most meaningful way to look at these findings is not at the institutional level, but at the level of the undergraduate and graduate programs housed within those institutions. They provide ratings on individual standards and program grades in their report. [For the full report, see ED512668.]
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: Illinois