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ERIC Number: ED574703
Record Type: Non-Journal
Publication Date: 2016-Mar
Pages: 34
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Holding Teacher Preparation Accountable: A Review of Claims and Evidence
Cochran-Smith, Marilyn; Stern, Rebecca; Sánchez, Juan Garbiel; Miller, Andrew; Keefe, Elizabeth Stringer; Fernández, M. Beatriz; Chang, Wen-Chia; Carney, Molly Cummings; Burton, Stephani; Baker, Megina
National Education Policy Center
Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher education accountable" for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.)
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center
Identifiers - Laws, Policies, & Programs: Higher Education Act Title II
Grant or Contract Numbers: N/A