Search

The article examines the decrease of enrollment in teacher preparation programs in the U.S. The comment of Mary Vixie Sandy, executive director of the California Commission on Teaching Credentials, on the matter is noted. Also noted is the comment of Alisa Chapman, president for academic and university programs at University of North Carolina, on the decline of teaching programs at the university.

The article discusses the rarity of U.S. states shutting down teacher education programs at colleges and universities. Topics include the New York state process Regents Accreditation of Teacher Education (RATE), the impact of a quality audit of teacher education at Lake Superior State University by Michigan state officials, and accreditation by the organization Council for Accreditation of Educator Preparation.

The article discusses the use of the edTPA performance-based licensing test for teacher candidates in the U.S. Topics discussed include the use of portfolios in the edTPA, the attitudes of teacher educators towards the test, and the experience of teacher Jaclyn Midgette who took the test to become certified.

The article reports on new rules being proposed by the U.S. Department of Education, requiring evidence from teacher colleges to validate their graduates' skills in classroom teaching and management. An overview of the department's proposal is given, noting its reporting and accountability requirements. Details are then given reviewing reactions to the initiative, particularly in regard to tying government ratings of schools to financial aid offerings.

The article presents information on schools and universities that are participating in teacher inspections to evaluate teacher-preparation standards in the U.S. The author looks at the British education support services company Tribal Group, the U.S. National Council on Teacher Quality (NCTQ) advocacy group, and the education departments that are taking part in the inspections in New Mexico and Texas.

The article discusses the rise of U.S. online teacher education and certification programs such as the Master of Arts in Teaching (MAT) by the University of Southern California (USC), focusing on their prevalence among for-profit universities. Topics include comments by Meredith Curley of the University of Phoenix and by education teacher Eric Bernstein, online teacher certification costs, as well as the University of the Pacific's partnership with the Teach-Now online certification business.

The article discusses practice-based teacher education, a system of teacher-preparation programs that is considered more intensive and places more classroom responsibility on student teachers. Information is provided on Match Teacher Residency, a teacher education program operated by the nonprofit organization Match Education that requires students to master competencies before managing a classroom. Debate over how the system works for different academic subjects is also covered.

The article discusses student teacher mentoring programs in U.S. teacher education and the impact of the mentoring quality on student teachers' training. The author looks at the training experiences of high school teacher Summer Brewer, teacher Andrea Coulter's mentoring of student teacher Kelsey Frost, the selection of student teaching mentors by principals, and co-teaching models with student teachers. Also discussed are teacher cooperation programs at the University of Missouri (MU).

The article discusses a teacher education and teacher development program in Oakland, California, called Teach Tomorrow in Oakland (TTO), managed by Rachelle Rogers-Ard. The article looks at the program's emphasis on creating racial diversity in the teaching profession and increasing the presence of minority teachers. Topics include comments about the teacher diversity gap by Ana Maria Villegas of Montclair State University, as well as the program's teacher recruitment and retention strategies.

The article discusses the meeting of a panel of educational experts, convened by the U.S. Department of Education, and their progress in developing federal rules to ensure that schools of education produce effective teachers. Topics explored include accountability for teachers' colleges, the federally funded Teacher Education Assistance for College and Higher Education (TEACH) grants program for teacher training, and the role of states in evaluating teacher education programs.

The article reports on the appointment of an external panel on teacher education standards by the U.S. nonprofit organization Council for the Accreditation of Educator Preparation (CAEP). It notes the controversial appointment of prominent critics of teacher education to the panel. The panel's appointment is said to follow the formation of CAEP by the 2010 merger of the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE).

The article discusses online teacher preparation. The amount of traditional teachers' colleges that are offering distance-learning courses and even full degree programs that can be earned online has grown greatly in the 2000s. The author examines advancements that these programs are making in training teachers.

The article looks at teacher education courses on the history of education. While history of education was once a required subject, it is now offered almost exclusively as an elective for graduate education students. Concerned proponents of the courses say they provide necessary context for civil rights issues and the current state of education. Subject area content and foundational courses in teacher education are discussed.

The article examines the public response to proposed rules designed to improve monitoring of teacher-preparation programs released by the U.S. Department of Education issued under the Higher Education Act. It notes that the proposal calls for states to use measures such as surveys of school districts, teacher-employment data, and student-achievement results. Opposition form teachers' unions is also covered.

The article reports on the 2015 launch of the education society the Deans for Impact, made up of 18 deans of education schools throughout the United States and promoting collaboration and innovation in teacher preparation programming. Details are given listing the initial participants of the organization, the goals and core principles of the group, and discussion of the professional diversity seen throughout its contributing members.

The article discusses the teacher education sector in New York State between 2006 and 2014, noting decisions by government regulators to keep certain education schools open despite demonstrated institutional problems. Details are given describing the particular case example of the teacher preparation program of Mercy College of Dobbs Ferry, the perceived administrative problems within the school, and the state administration's approach favoring remediation rather than school closure.

The article reports that many U.S. states are seeing a drop in the number of individuals enrolled in teacher-preparation programs. Topics discussed the possible influence of school budget cuts and teacher layoffs on the declined enrollment numbers, the influence of press coverage on education and teachers on declining enrollment, and whether or not this trend will be short- or long-term.

The article discusses the work of the organization Council for Accreditation of Educator Preparation (CAEP) in promoting U.S. teacher education standards. Topics include problems with the merger of the groups National Council for the Accreditation of Teacher Education (NCATE) and Teacher Education Accreditation Council (TEAC), the views of those two groups on accreditation, and the teacher college admissions standards promoted by CAEP.

The article examines the impact of the U.S. Common Core State Standards initiative on teacher education curricula throughout the nation as of 2014. Introductory details are given noting the diversity of reactions to the Common Core among teacher educators. Questions are raised asking the extent to which teacher preparation programs should focus on theory or on specific Core-centered practices. Further questions address teacher education consistency throughout the higher education sector.

The article discusses the development of teacher education standards in the U.S. by the Council for Accreditation of Educator Preparation (CAEP), which include curricula for value-added teacher assessment. Topics include admissions requirements to enter teacher preparation programs, the tracking of graduates of teacher education programs regarding teacher accreditation, as well as requirements regarding student-teaching.

The article discusses debate over raising teaching standards or teacher employment qualifications versus promoting teacher diversity. Minority student teachers' grades and test scores are discussed, as well as teacher education, Illinois' policies regarding teacher qualifications, and the academic achievement gap for minority students.

The article reports that several U.S. states have adopted plans to require individuals being trained to become elementary school teachers to pass licensing tests that measure their ability to teach students to read. Challenges faced by several states, including Massachusetts and Wisconsin, in gaining legislator approval for such policies are highlighted. Comments from education professors Louise Spear-Swerling and Jennifer Mueller are presented.

The article reports on plans by several U.S. states to incorporate value-added data within teacher education. According to the article, value-added information will be used to evaluate the effectiveness of the teachers educated in various teachers colleges. Issues regarding educational accountability and curriculum change in teacher education are explored and the use of value-added data in the teacher education programs in the states of Tennessee and Louisiana are discussed.

The article reports on a study conducted by the journal which finds that the test scores of teachers passing licensure examinations are well above the minimum passing score required for certification in the U.S. Differing opinions regarding the validity of the tests and the results are presented and the function of teacher licensure examinations are explored. Other topics include the Higher Education Act, the quality of U.S. teacher education, and professional standards for teachers.

The article presents information on a January 2012 gathering of a negotiation panel to discuss the creation of national rules to guide the assessment of U.S. teacher education programs, held in Washington, D.C. at the U.S. Department of Education. Topics include the requirements for educational standards related to teacher-training programs set by Title II of the Higher Education Act (HEA), the use of educational surveys and assessment report cards, and comments by panelist James G. Cibulka.

The article focuses on the New York State Board of Regents' approval of the first graduate school of education to allow non-university programs to offer teacher preparation courses at the graduate level. Also discussed is the summer 2011 opening of the Relay School of Education. The article also discuses that hands-on and practical training will replace traditional teacher education of 3-credit-hour courses.

The article reports on the refusal of several U.S. education schools to take part in a national review of teacher preparation programs, conducted jointly by the National Council for Teacher Quality (NCTQ) and the "U.S. News & World Report" periodical. Critics of the review question the quality of its ratings criteria, while its proponents argue that the existing standards for teacher education used by many programs are vague and do not reflect the needs and values of school districts.

The article outlines ways in which proposals by higher education officials under the administration of U.S. President Barack Obama would reform the methods used to evaluate the quality of teacher education programs in the U.S. It overviews the proposed Presidential Teaching Fellows grant program, discusses reforms to federal funding for teacher colleges, and describes how student learning outcomes, teacher retention, and job placement data would be used in the evaluation process.

The article discusses the role of the response-to-intervention (RTI) method of education in teacher education schools. It addresses the emphasis on RTI at schools such as the University of Utah's Urban Institute for Teacher Education, where undergraduates in the education program learn how to use RTI techniques in the classroom. The author reports that some teacher educators consider RTI methods to be teaching approaches that should already be in practice in special education.

The article discusses a report released in 2016 which shows a decline in the numbers of enrollments and completers of teacher-preparation programs from 2009-2014 in the U.S.

The article reports on the surveys from the American Teacher Panel of nonprofit global policy think tank RAND, suggesting that teachers are getting professional development aligned to the common core in English/language arts and mathematics, but failed to focus on topics that they needed.

The article discusses the Teacher Advancement Program, which was designed to emphasize the building of a collaborative collaborative workplace culture in schools to improve instruction. The program attempts to align systems for managing schools' human capital with goals for improving student achievement.

The article reports that philanthropy the Bill and Melinda Gates Foundation will invest some 34 million dollars in cooperative initiatives designed to improve teacher-preparation programs' overall effectiveness. Topics include the Foundation also stated to have contracted with nonprofit Teacher Prep Inspection U.S. to visit each program annually and provide feedback on progress, and the winners of the grants stated to use the funding to create transformation centers.

The article covers an announcement from the U.S. Department of Education stating that it will revise test requirements including in a proposed teacher-preparation regulation.

The article, adapted from a blog post at www.edweek.org/go/blogs, discusses the launch of the website Path to Teach, a guide to colleges of education, by the U.S. organization National Council on Teacher Quality (NCTQ).

The article discusses the report "The Science of Learning" by the organization Deans for Impact, which aims at improving U.S. teacher education through the integration of learning science in teacher preparation.

The article looks at problems in the reporting by some states of data on the performance of teacher education programs to the U.S. Department of Education as required under the U.S. Higher Education Act.

The article reports on the Woodrow Wilson Academy for Teaching and Learning, a teacher-preparation initiative led by education critic Arthur E. Levine in partnership with the Massachusetts Institute of Technology (MIT). The project will focus on preparing secondary mathematics and science teachers and is designed to incorporate experimental techniques such as digital learning, open-source curricula, and simulations. The program will also be used to conduct teacher education research.

The article reports that in May 2015 the board of the teacher-preparation accreditation group Council for the Accreditation of Educator Preparation (CAEP) has replaced the group's president James G. Cibulka with interim president Christopher Koch.

The article discusses a dispute between the Council for Accreditation of Educator Preparation (CAEP) and the American Association of Colleges for Teacher Education (AACTE), noting that the CAEP has rejected the AACTE's request that it review its standards for teacher education programs.

The article discusses criticisms from teacher educator group the American Association of Colleges for Teacher Education (AACTE) towards accreditor the Council for the Accreditation of Educator Preparation (CAEP). Topics discussed include the accreditation standards used by CAEP, admissions standards for teacher education programs, and the role of the U.S. Department of Education.

The article discusses the use of practiced-based teaching methods in U.S. teacher education in the hopes that teachers will use these techniques in the classroom. Topics discussed include the book "Teach Like a Champion" by educator Doug Lemov, Lemov's experience in charter schools in the U.S. and the way this influenced his book, and efforts of teacher-educators to incorporate the methods in the book into teacher education.

The article presents commentary on trends in teacher education oversight throughout the U.S., suggesting that the general leniency of state regulators on teacher preparation programs reflects a lack of consensus on what essential traits must be taught to and held by certified teachers.

The article discusses the Mathematics Teacher Education Partnership (MTEP), which is a collaborative effort between U.S. colleges to better prepare teacher candidates to become middle and high school mathematics teachers able to teach to the Common Core State Standards. Topics discussed include the use of action research committees (RACs) to develop ways to better prepare mathematics teachers, the unique challenges of teaching secondary mathematics, and efforts to test new teaching approaches.

The article reports on the launch of a teacher education initiative by Harvard University, seeking to prepare college seniors as K-12 teachers through a student-teaching fellowship program.

The article reports that teacher-preparation program regulations from the U.S. Department of Education, which are based on the U.S. Higher Education Act's requirement that states identity weak teacher education programs, have been delayed.

The article examines a series of teacher assessments developed by TeachingWorks, a nonprofit organized founded by faculty members at the University of Michigan and educational testing organization Educational Testing Service (ETS). According to the article, the examinations would test teacher candidates' abilities in areas such as leading classroom discussions and asking effective questions. The use of actors to simulate classroom experiences and student behavior is also discussed.

The article reports that the administration of U.S. President Barack Obama plans to release a set of standards for teacher-preparation programs in the summer of 2014 that would hold such programs accountable for teacher effectiveness.

The article covers "Training Our Future Teachers: Classroom Management," a study by advocacy group National Council on Teacher Quality (NCTQ) which found that most U.S. teacher colleges do not provide sufficient instructional time on classroom management while instruction is often not research-based on integrated with student-teaching experiences.

The article discusses a pilot teacher preparation and licensing program developed by the nonprofit Council of Chief State School Officers (CCSSO), which will be implemented in states such as Connecticut, Kentucky, and Massachusetts to improve admission standards and teacher assessments.