Transforming Teacher Education

The Debate on Teacher Education and Teacher Quality

“There is little evidence that education school course work leads to improved student achievement…” “Knowledge of pedagogy, degrees in education or amount of time spent practice teaching,” which are the “requirements that make up the bulk of current teacher certification regimes,” is surrounded by a “great deal of contention.” “Virtually all” of the studies linking certification and improved student outcomes are “not scientifically rigorous.” -- The Secretary’s Report on Teacher Quality, 2002

The Need for More Powerful Teaching

Effects of Underprepared Teachers on Student Achievement Fall-to-Spring Test Score Gains / Losses of Students Taught by Alternative Route and Traditional Route Teachers

Reading Math 2.5

1.89

1.83

2 1.5

1.31

0.99

1 0.5

0 Low-Coursework AC Low-Coursework TC Counterpart High -Coursework AC High -Coursework TC Counterpart -0.5

-0.78

-1 -1.07

-1.06

-1.5

Based on actual (unadjusted) fall and spring scores -0.39

Effects of Preparation on Teacher Attrition

No Training Training Practice Teaching % of new teachers leaving after 1 year 11.6

25 25.7

Feedback on Teaching 13 27.3

Observation of Other Classes 12.8

28.1

Training in Child Psych./Learning Theory 12 20.7

Training in Selection/Use of Materials 12.6

0 5 10 15 20 25 30

Teacher Knowledge and Skills Matter to Student Achievement Large-scale studies in NC and NY found that student achievement gains were related to teachers’ • Preparation prior to entry • Licensing test scores • Certification in the field taught • Experience (> 3 years) • National Board Certification (in NC) In combination, these predict more of the difference in student learning gains than race & parent education combined (Clotfelter, Ladd, & Vigdor, 2008).

© Linda Darling-Hammond 2010

Poor and Minority Children Get the Least Qualified Teachers

How can we turn the current Race to the Bottom into a Race to the Top for Teacher Education ?

What are High-Achieving and Steeply-Improving Nations Doing?

• Substantial investments in initial teacher education focused on -- teaching a wide range of learners -- learning to practice in practice -- learning to assess learning -- learning from and for research based practice • Equitable salaries and placements

What kind of preparation matters?

Features of Exemplary Teacher Education Programs

 A tightly knit set of experiences based on a

common, clear vision of good teaching

 Well-defined

standards of practice and performance

;  A

rigorous core curriculum

with emphasis on student learning, assessment, and content pedagogy;  Use of

problem-based teaching methods

including cases, action research, and portfolios; 

Extended clinical experience

(30+ weeks) with expert veterans, linked to coursework, in partnership schools

Value-Added Gains of Students Whose Teachers Graduated from Different Teacher Education Programs in NYC

ELA 0.08

Strong Gains in ELA, not math Strong Gains in ELA and Math 0.06

0.04

0.02

Math -0.120

-0.080

Weak Gains in ELA and Math -0.040

0 0.000

-0.02

-0.04

-0.06

0.040

0.080

Strong Gains in Math, not ELA 0.120

Program Features Influencing Teacher Effectiveness Quality of student teaching experience Courses in content pedagogy Focus on learning specific practices and applying them in clinical experience Study of local district curriculum Portfolio / capstone project tying theory to practice

How Might We Ensure Expert Teachers for all Students?

Recognize and emulate successful programs Invest in teacher education based on features that matter for success Build residencies and school partnerships Underwrite high-quality teacher education for capable candidates in high-need contexts Create meaningful licensing and accreditation standards that drive improvement Use performance-based assessments

Develop Content Pedagogy and Learner Pedagogy

Strengthen content-based pedagogical preparation Connect curriculum (and assessment) to teacher education Strengthen knowledge of -- learning and learning differences -- language development -- culture and context

Support Clinical Training

As in medicine and other professions, teachers need to see and enact good practice while learning research and theory Professional development schools and residency models can support learning from expert veterans alongside coursework.

They can model state-of-the art education for students and teachers as well as opportunities for developing curriculum, new practices, and research.

Leverage Performance Assessments of Teaching

Teachers and programs learn from performance assessments featuring portfolios of practice – videos, lesson plans, student work, and commentary -- showing how a prospective teacher: Plans a unit of instruction around standards for students and standards for teaching Instructs, reflects, and revises in response to students’ learning Assesses and analyzes student learning Reflects on the success of practice and on how it can be improved Develops academic language among all students.

PACT Scores by Teaching Dimension and Institution

3.50

3.00

2.50

2.00

2.95

3.03

2.83

2.92

3.00

2.78

B C D E F G H I J K L 1.50

1.00

0.50

0.00

Total MIS Planning Instruction Assessment Reflection Acad Language

Teacher Learning is Enhanced

the sequencing of the lessons, teaching the getting, what the kids weren’t getting, and having that be reflected in my next teach-assess’ process. And so you’re constantly changing – you may have a plan but knowing that that’s flexible and that it

Teacher Educators Learn

This [scoring] experience…has forced me to revisit the question of what really matters in the assessment of teachers, which – in turn – means revisiting the question of what really matters in the preparation of teachers.

Cooperating Teachers Reflect on Practice

[The scoring process] forces you to be clear about “good teaching;” what it looks like, sounds like. It enables you to look at your own practice critically/with new eyes.

Teacher Education Can be Linked to Induction

As an induction program coordinator, I have a much clearer picture of what credential holders will bring to us and of what they’ll be required to do. We can build on this.

Faculty Learning & Program Improvement

A more shared vision of teaching Increased articulation across courses, structures and roles Changes in course content Structural changes to support coherence and connections

How do We Ensure Expert Teachers for all Students?

Integrate theoretical and clinical learning for teaching challenging content in ways that address diverse pupil needs Share knowledge about successful strategies Fund high-quality teacher preparation models Expand performance-based assessment that shows how students & teachers are learning Increase incentives to attract and retain talented, well-prepared teachers

A goal for high-achieving 21

st

century nations:

“Those who can, do. Those who understand, teach.” “Those who can, teach. Those who can’t go into a less significant line of work.”