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What We Know About Teacher Preparation Programs

What We Know About Teacher Preparation Programs. Jack States Ronnie Detrich Randy Keyworth. Big Ideas! . Student achievement is the yard stick for measuring teacher preparation Formative assessment is critical to teacher preparation

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What We Know About Teacher Preparation Programs

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  1. What We Know About Teacher Preparation Programs Jack States Ronnie Detrich Randy Keyworth

  2. Big Ideas! • Student achievement is the yard stick for measuring teacher preparation • Formative assessment is critical to teacher preparation • Coaching is the critical component in how to effectively teach teachers • More quality studies are needed to build an effective preparation knowledge base

  3. How Do We Measure Teacher Preparation Effectiveness? • Law - No Child Left Behind (NCLB) • Best Practices • Accreditation • Student Achievement

  4. How Does NCLB Define “Highly Qualified”? • Full State licensure or certification(No emergency, temporary, or provisional basis) • A bachelors degree • Demonstrate knowledge of subject areas

  5. The Learning Wars ✔Art vs. Science ✔Qualitative vs. Quantitative ✔Process vs. Outcomes

  6. Student Achievement What is the knowledge base linking teacher preparation programs and student achievement? Value Added Modeling VAM: Statistical techniques to assess the impact variables such as schools or teachers on student achievement

  7. Valued Added Modeling (VAM) Benefits • Valuable tool for recruiting the best teachers • Assist researchers determine those characteristics that produce better teachers • Recent Research: • George H. Noell, 2007: found significant differences in the effectiveness of teachers from different preparation programs in Louisiana. • Boyd et al., 2009: found significant differences in teacher preparation programs in New York City

  8. What Methods Produce the Best Teachers? • Too few studies examine the effect on student achievement • Too few studies employ rigorous research methods ?

  9. What Preparation Model Works Best? ✔ Four year vs. five year programs National certification Accredited training programs Traditional vs. alternative credential programs ✔ ✔ ✔

  10. Four vs. Five Year Programs No Studies Andrew 1990 and Andrew and Schwab 1995

  11. Are National Board Certified Teachers More Effective .2 represents a small effects size National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, Cantrell, et al. 2007

  12. Does Accreditation Produce Better Teachers? National Council for the Accreditation of Teacher Education (NCATE) Rigorous Research on Student Achievement Absent

  13. Alternative Programs vs. Traditional Programs No significant difference in effect size An Evaluation of Teachers Trained Through Different Routes to Certification - 2009

  14. What Are Schools Teaching Teachers? • Critical teaching skills (What) • Pedagogy (How) • Field experience (Application)

  15. Critical Teaching Skills ✔ ✔ Active teaching Classroom behavior management Classroom organization Formative assessment Subject matter ✔ ✔ ✔

  16. Does Subject Matter Training Matter? Subject matter training impact on student achievement negligible Literature Review Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005) Creating Effective Teachers: Concise Answers for Hard Questions (2003)

  17. What Research Tells About How to Teach Reading National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel

  18. What Are Colleges Teaching? Only 15% Teach All 53% Teach 2 or less 50% Teach 2 or less 50% Teach 2 or less What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning Walsh et al. 2006

  19. What We Know AboutAssessment Effects of Systematic Formative Evaluation: A Meta-Analysis, Fuchs & Fuchs, 1986

  20. What Schools Are Teaching (Formative Assessment) Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  21. Big Ideas!Critical Skills Subject matter plays a minor role Formative Assessment is the critical skill in our knowledge base What data we have indicates it isn’t being emphasized enough ✔ ✔ ✔

  22. Pedagogy Definition The science of teaching referring to theories of learning, strategies of instruction, and methods for teaching. • Didactic presentation – lectures • Reading - materials • Discussion • Computer instruction • Role playing • Simulation • Demonstration • Coaching

  23. What We Know About Teaching Student Achievement Through Staff Development, Joyce & Showers, 2002

  24. How Are Teaching Candidates Assessed? 30% For Key Method Response to Intervention and Teacher Preparation, Spear-Swerling, 2008

  25. Big Ideas!Pedagogy The quantity and quality of studies of how we teach teachers are not available Coaching produces the best results, but the data suggests it isn’t widely employed ✔ ✔

  26. Field Experience The principal measure between 1995 and 2005 was Attitude Change AERA Report : Studying Teacher Education, 2005

  27. Field Experience Only 3 experimental studies out of 107

  28. Big Ideas!Field Training The quantity and quality of studies of how we should conduct “student teaching” are not available Linking pre-service and field experience must be expanded ✔ ✔

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