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• W347675116 abstract "The past few years have seen a raft of efforts to reform teacher evaluation, pay, and tenure. Amid all this, less attention has been paid to another thorny question, the role of teacher preparation in licensing teachers for the field. In this issue's forum, both contributors agree that teacher preparation requires some big changes. Making the case that teacher preparation demands innovation and ongoing evaluation is David Chard, dean of the school of education at Southern Methodist University. Arguing that teacher licensure ought to be retooled but retained is James G. Cibulka, president of the Council for the Accreditation of Educator Preparation. [ILLUSTRATION OMITTED] [ILLUSTRATION OMITTED] Training Must Focus on Content and Pedagogy What happens inside the classroom is the most critical ingredient in ensuring that all students are able to achieve their career goals. Improving educational attainment for all students in today's schools can only happen if we improve the quality of teaching. Just over 30 years ago, I decided to become a classroom teacher, specifically a teacher of mathematics and chemistry. I was prepared at a midsize university in the Midwest. Despite the university's great reputation for teacher preparation, faculties in mathematics and chemistry discouraged me from the profession, noting that I was not going to be adequately compensated, would work in difficult conditions, and would be much happier in industry. This should have been a message to me that as a society we had moved down a path that dissuades the best and brightest from seeing teaching as a viable career option. Nevertheless, I was hired to teach mathematics in California in 1985. At the time, like today, far fewer individuals were being prepared to be mathematics teachers in California than the state needed. Many of us were hired from the Midwest and from eastern states, and given emergency certification in California conditioned on passing a course on California history and the National Teacher Exam in mathematics. I didn't realize then that my experience in California was the beginning of 30 years of slow but steady decline in the quality of candidates we were attracting and preparing to teach in our schools. Over that period, it has become clear that current state control of teacher preparation and licensing does not ensure that teachers will be of high quality. State regulations that promote a one-size-fits-all approach to teacher preparation have limited our ability to innovate, customize, and study features of preparation programs that may positively affect student achievement. Bold new approaches to teacher preparation that are thoroughly evaluated for effectiveness in the classroom are long overdue. What's Wrong with the System Each state sets standards for teacher certification largely through its regulation of the teacher preparation programs that are operated by the institutions of higher education located within its boundaries. With few exceptions, this approach is unsatisfactory. In most states, in order for a program to recommend teachers for certification, it must meet a series of requirements that read like a laundry list. In my home state of Texas, for example, the State Board for Educator Certification (SBEC) requires that in addition to the content standards specified for each grade band, the curriculum for teacher preparation programs must include 17 specific subjects of study. On the surface, there is nothing wrong with any of them. However, given as a list, none appear to have any particular emphasis (i.e., learning theories (#5) seems as important as parent communication (#13) and motivation (#4)); they are not tailored to fit the needs of teachers in any specific context (i.e., urban or rural, turnaround or successful); and they do not consider the developmental stage of the student as it relates to each topic. Perhaps most importantly, this approach assumes a state-held knowledge base on optimal teacher preparation, which simply doesn't exist. …" @default.
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• W347675116 date "2013-09-22" @default.
• W347675116 modified "2023-09-23" @default.
• W347675116 title "The Quest for Better Educators--Forum. Education Next Talks with David Chard and James G. Cibulka." @default.
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