ERIC Number: ED550407
Record Type: Non-Journal
Publication Date: 2010-Oct
Reference Count: N/A
The Road Less Traveled: How the Developmental Sciences Can Prepare Educators to Improve Student Achievement--Policy Recommendations
Leibbrand, Jane A.; Watson, Bernardine H.
National Council for Accreditation of Teacher Education
The most important problem facing public education in the country today is: how can teachers address the needs of all learners? A 2007 report issued by the National Institute of Child Health and Human Development (NICHD) says, "aspects of development--neural, cognitive, social, psychological, physical and ethical--have far-reaching effects on children's ability to learn." In other words, if teachers are to address the increasingly diverse needs of all of the children that are entering today's classrooms, they need access to scientifically-based knowledge concerning student development and learning. Many educators, however--both teachers and administrators--have not been prepared to understand and apply advances in the developmental sciences in their schools and classrooms. To address this issue, in 2007, the National Council for Accreditation of Teacher Education (NCATE) convened a national expert panel to develop recommendations for strategies to increase application of the developmental sciences in educator preparation. As part of this effort, NCATE commissioned two papers designed to bring attention to this critical need: (1) "Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation" (ED550392); and (2) "Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations" (ED550462). This report summarizes the key points from the commissioned papers and contains the expert panel's recommendations for key stakeholders. A summary is as follows: (1) Educator preparation programs should ensure that candidates possess contemporary knowledge of child and adolescent development and understand its effective application in the PreK-12 classroom; (2) Accrediting bodies should adopt standards for educator preparation programs that incorporate specific evidence of candidates' mastery of the core competencies associated with knowledge of child and adolescent development; (3) States should ensure that the knowledge base of child/adolescent development is integrated into all routes to teaching; and (4) When relevant, explicit use of "knowledge and application of the contemporary developmental sciences knowledge" should be added to review criteria for U.S. Department of Education grant programs, particularly those that pertain to educator preparation and evaluation and to school turn-around. A list of selected references from the two commissioned papers is included.
Descriptors: Developmental Psychology, Child Development, Adolescent Development, Teacher Education Programs, Educational Policy, Student Needs, Elementary School Teachers, Secondary School Teachers, Accreditation (Institutions), State Policy, Teacher Education Curriculum, Teacher Certification, Teacher Effectiveness, School Turnaround, Government Role
National Council for Accreditation of Teacher Education. 2010 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-466-7496; Fax: 202-296-6620; Web site: http://www.ncate.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Sponsor: Strategic Knowledge Fund
Authoring Institution: National Council for Accreditation of Teacher Education