Certification and licensure policies affect teachers directly, but they also affect preparation programs, which have the goal of certifying their graduates in particular areas and preparing them for the tests that states require of prospective teachers. They have drawn the support of Democrats and Republicans, leaders of business and the civil rights community, and parents and educators. That is, program approval allows for graduates of particular programs that meet state criteria to be automatically recommended for individual certification at the program’s discretion. ETS has published reports about how their tests are constructed, but most teacher tests are not available to researchers for content analyses or research. Accountability mechanisms can be viewed as means of protecting the public from educational malpractice, or, more ambitiously, of ensuring that high standards are met. The content of teacher preparation programs is determined in part by state requirements (which are developed through the political process), but they also reflect the values and views of faculty in both colleges of education and disciplinary departments. Haney and Raczek (1994), in a paper for the U.S. Office of Technology Assessment, warned of problems More systematic information about the development and content of tests used for teacher accreditation or certification is needed. The national accrediting bodies have made progress toward implementing outcome-oriented standards, but much remains to be done. Show this book's table of contents, where you can jump to any chapter by name. The next question to ask, then, is how these conclusions can be useful to policy makers in holding teacher education preparation programs accountable for the quality of the education they provide. Before discussing the utility of our conclusions for this purpose, we consider more broadly the accountability mechanisms in public education and teacher preparation. CHAPTER 2: Why Investment in Education Matters Does education contribute to economic development? These comparisons, though limited, suggest that the United States is quite different from other countries in having such a highly variable approach to accountability for teacher education. A person who is accountable may be called upon to answer and account for outcomes. Accountability has become the cornerstone of K-12 education re-. Forty-two states require some form of teacher testing as part of the certification or licensure process (National Association of State Directors of Teacher Education and Certification, 2000). The purpose of this committee was not to determine whether teaching ought to be considered a profession, nor to rehash the arguments in that debate. Most of the 50 countries that participated in the Third Trends in International Mathematics and Science Study (TIMSS) have the same basic elements in place for teacher education and certification (Mullis et al., 2008). Educational technology (commonly abbreviated as EduTech, or EdTech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. But passing a paper-and-pencil test is different from demonstrating effective teaching practices, and a few states are developing performance assessments that are or will be part of their teacher certification requirements (e.g., the Performance Assessment for California Teachers; see Pecheone and Chung, 2006). Others use the standards of the National Council for Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). The state has set the standards by which quality performance is to be gauged. Teachers make a difference. of teacher preparation because adequate information about key aspects of teacher education is not readily available. The evaluation should also include an assessment of the near- and long-term effects of these mechanisms on key processes and, especially, K-12 student outcome measures. Standard 2: Assessment System and Unit Evaluation: The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. In addition to these general requirements, state regulations specify a “content core” and a “pedagogical core” for each certification type. Accreditation also commonly includes some sort of peer review or audit of programs by teams of peers, which may include teachers, teacher educators, state education department staff, school administrators, and faculty from the disciplines. Thus, as in other professions, states and accrediting bodies draw on the standards developed by professional associations, other consensus recommendations, widely held commitments, or recognized best practices. Ready to take your reading offline? In this video, renowned experts and educators explain how learning and education are shifting away from a model based on memorization and repetition toward one that focuses on individual needs and self-expression. One reason for the lack of access is that testing companies invest considerable funds in test development, and they do not want to bear the cost of replacing publicly released items, which they would have to do if the test items were available for study. To earn a full license, teachers in some states must pass assessments of classroom performance. We note that teacher education is hardly alone in lacking data that directly link components of professional preparation to the outcomes for those who receive the professionals’ services. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Standard 5: Faculty Qualifications, Performance, and Development: Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. The requirements for teacher certification have evolved over time, reflecting shifting expectations of teachers. With plastic waste continuing to accumulate in landfills and in our oceans, endangering wildlife, tackling plastic pollution has never been so pressing. Accountability is the obligation of an organization or individual to account for activities and accept blame for failures. Congress sought this report on the state. Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. The accreditation standards for NCATE are shown in Box 8-3. Twenty-five states have adopted or adapted NCATE unit standards and administer them. The scope of the challenge of ensuring accountability in the United States is suggested by the sheer numbers of programs in the country: 1,500 according to the National Center for Education Statistics. TEAC sends a team of auditors to check the accuracy of the materials submitted by an institution. The support was strongest for conclusions about reading and weakest for conclusions about science. The legislati… Accreditation can be obtained through the State Regents Accreditation of Teacher Education (RATE) process or through accreditation by NCATE or TEAC. The variation in states’ policies regarding accreditation is shown in Table 8-1. Educators are expected to draw on a range of performance indicators to diagnose problem areas and sharpen interventions. Overall, based on professional consensus in each field about what successful students know and a variety of evidence about the experiences that support student learning, we offer conclusions that can point teacher educators toward the best currently available guidance about preparation in these fields. This folio review is followed by an on-site review for institutions that do not currently have approved programs. Read on to learn more about this field. only vary across states, they vary within states as well. Certification is the process by which states assess individuals’ qualifications for teaching jobs, and each state develops and enforces certification in its own way. According to data collected by the Education Commission of the States and the National Comprehensive Center for Teacher Quality and made accessible in an interactive website (see http://mb2.ecs.org/reports/reportTQ.aspx?id=1137 [December 2009]), of 54 jurisdictions (states, U.S. We could find no systematic information on or analysis of how state program approval is carried out or of its effects on quality. States also exercise authority over the programs that educate prospective teachers through program approval. Most states have a staged licensure process: 31 require an initial license that is valid for 2-5 years, with a permanent license to follow when additional requirements are fulfilled (such as completing advanced degrees or continuing professional development) (National Association of State Directors of Teacher Education and Certification, 2000). Continuous improvement across and within programs is the result of routine analysis of data collected on Standards 2 and 3; admission, enrollment, and completion status of each candidate; and results of recent faculty experiences. These analyses can include presentation of annotated course syllabi that highlight and point out where, when, and how particular topics are covered. Topics focus on key trends, significant challenges, and important developments in educational technology, integrating into the discussion questions about policy, leadership, and practice. Each program consistently applies state-mandated admission requirements. Though standards-based testing and accountability are not without problems and detractors, most believe that they are here to stay, and that—on balance—they are having a positive effect (Stecher and Naftel, 2006; Massell, 2008). But outside of the cadre of practitioners, this aspect of test development is not well understood. Tests were based on individual authors’ views of what constituted professional knowledge, which might include geography or mathematics facts or moral views (Sedlak, 2008). These assessments include the Interstate New Teacher Assessment and Support Consortium (INTASC) content-specific portfolios and Praxis III, an observation instrument developed by the Educational Testing Service. Twenty-five states delegate NCATE to conduct the program review process for purposes of NCATE accreditation and state approval. We could find no evidence that state requirements for teacher certification are based on research findings, and it appears that they vary significantly. the monitoring of individual teachers, through certification and licensure. For example, NCATE has a board of examiners who are trained by NCATE in the accreditation processes (for details, see http://www.ncate.org [October 2009]). The history of school accountability first tells us that the idea and its principles have strong parentage. To search the entire text of this book, type in your search term here and press Enter. We note that this dilemma is not unique to education. The quality of teacher tests has been a subject of public concern, with critics charging that they are simplistic and calling attention to embarrassingly low cut scores (e.g., Fowler, 2001). Also, you can type in a page number and press Enter to go directly to that page in the book. For example, 42 require that candidates who wish to teach at the elementary or primary level earn a degree from a teacher education program, and more than 40 require some sort of practicum (opportunity to apply what was taught in the classroom). The key elements in each of these standards is shown below. Suggested Citation:"8 Accountability and Quality Control in Teacher Education. Outside many of the major educational institutions and formal educational systems, a new generation of creative individuals and entrepreneurs is emerging. State departments of education set program approval requirements and stipulate the review process for program approval, which typically involves an initial registration process and ongoing reviews; this process may or may not be related to national accreditation reviews (National Comprehensive Center for Teacher Quality, 2006). The program submits written reports to the state commissioner who makes a recommendation to the Board of Regents, which ultimately decides accreditation action. Employers of program completers indicate satisfaction with the level of preparedness for the first year of teaching, including the rehire rates of program completers and length of stay in the classroom. The available research was not designed to account for these and other sources of variance in performance: consequently, there is very little systematic information about the content or the predictive validity of these tests. Learn more here. Some states issue teaching certificates and others issue licenses, with both typically serving the same function. Not a MyNAP member yet? Field or clinical sites represent diverse cultures and varying exceptionalities and performance levels, in a variety of settings, including high-needs schools. In Michigan, for example, program approval often requires the construction of a matrix that aligns all state requirements to all program content. The established, consensus- and research-based conclusions of the professional and academic communities associated with school subjects provide a critical source of guidance to programs and state accountability systems as to the kinds of content and knowledge and pedagogical content that benefit teachers. Some states convene panels of teacher educators from across the state to review these materials. There is no centralized information about how comparable these various modes are. Although the empirical basis for this sort of accountability is slim at present, the field is not starting at zero. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration … Regional agencies use similar processes, with faculty from peer institutions who make campus visits to check the validity of self-studies. Educational accountability has been frequently mentioned in Tanzania’s educational policies and programs. Questions about the quality of the nation’s teachers go to the heart of many contentious issues in education policy. There is little doubt that such standards are needed as our state attempts to move up the ladder toward excellence. It is the vision of Mansfield Public Schools that students be engaged in a stimulating academic environment and a challenging curriculum that is student-centered and focused on inquiry-based learning. Standard 3: Field Experiences and Clinical Practice: The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. As a member, you'll also get unlimited access to over 83,000 lessons in math, English, science, history, and more. In addition, although empirical links between teacher preparation and student learning have not been established, current accountability mechanisms could likely use information that is available. Executive summary INTRODUCTION CHAPTER 1: What Is Economic Development? Standard 6: Unit Governance and Resources: The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. The four phases in LCE’s risk-based asset management model, Figure 3, is necessary for risk management and creating operational … The accreditation process of the six regional agencies is not comparable to the specialized accreditation offered by NCATE or TEAC. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. According to data from NCATE and TEAC, over half of the approximately 1,300 U.S. teacher education programs they examined are accredited by one of the two national bodies: 632 by NCATE (see http://www.ncate.org/public/listofaccredinst.asp [December 2009]) and 59 by TEAC (see http://www.teac.org/index.php/membership/teac-members/ [December 2009]). Jump up to the previous page or down to the next one. They also collaborate with colleagues in the disciplines and schools. The practices for appointing and educating these visiting peers vary among the accrediting bodies. Teacher education program approval is typically mandatory. States and professional accrediting bodies exert direct influence over the operations and content of teacher education programs. Similar concerns would hold for parents, policy makers, or any other participants. Two test development companies, the Educational Testing Service (ETS) and National Evaluation Systems (NES), produce most of these tests, although some states develop their own. Technology has not only played a role in ushering in the age of globalization, it has been the main catalyst for its advancement. The terms certification and licensure are essentially synonymous in education, though that is not the case in all professional contexts. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. VHCS will strive to use the most up-to-date technology tools in order to: design learning environments that … For example, elementary education programs are required to provide study (and specify each by listing the relevant college course numbers) that will permit candidates to obtain an 11-point list of pedagogical knowledge, understanding, and skills (e.g., human development, learning, language acquisition; curriculum planning; technology). The annual Ericsson Innovation Awards highlight talented student innovators from around the world. There are more than 600 teacher tests. Standard 4: Diversity: The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. ...or use these buttons to go back to the previous chapter or skip to the next one. Education and earnings Education spending and the quality of growth The social costs of inadequate educational and workforce preparation opportunities CHAPTER 3: Investing in what works Why does investing in pre-K mat… As part of the broader research agenda on teacher education (discussed in Chapter 9), we recommend research on developing valid means of establishing links between teachers’ preparation and outcomes for students that could be used in accountability policies for teacher preparation programs. In brief, institutions seeking initial approval of their programs submit curriculum folios describing the design, delivery, content, and evaluation of each program for review by statewide teams of peer reviewers. The accountability systems now in use are haphazard. Review and approval of educator preparation programs in Florida consists of two parallel systems—one for initial approval and one for continuing approval—both of which are governed by both law and rules. Our examination of teacher preparation for reading, mathematics, and science brought out some interesting differences among the three as well as some important similarities. Moreover, variation in the ways these tests are developed and used makes it very difficult to generalize about them. Can ICT redefine the way we learn in the Networked Society? Do you enjoy reading reports from the Academies online for free? In addition, some states have a policy for intervening with or closing a program that does not meet its criteria. As research strengthens the knowledge base that can be used for accountability purposes, it will be possible to better examine many questions. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. For tests of professional knowledge to provide valid information on which to base accountability systems, they will need to be aligned with scientifically based research on student learning and instructional practices. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Despite the ubiquity of this approach, we argue that public accountability in education is under... Toward a Framework for Public Accountability in Education Reform - Ethan Hutt, Morgan S. Polikoff, 2020 However, we were not able to find any comprehensive documentation or analysis of the standards that states used in accrediting teacher preparation institutions. Professional Associations That Provide Input to the National Council for the Accreditation of Teacher Education, American Association of Colleges for Teacher Education (AACTE), National Board for Professional Teaching Standards (NBPTS), National Education Association (NEA) Student Program, Association for Childhood Education International (ACEI), National Association for the Education of Young Children (NAEYC), National Association for Gifted Children (NAGC), National Middle School Association (NMSA), American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), American Council on the Teaching of Foreign Languages (ACTFL), International Technology Education Association (ITEA), National Council for the Social Studies (NCSS), National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA), North American Association for Environmental Education (NAAEE), Teachers of English to Speakers of Other Languages (TESOL), American Association of School Administrators (AASA), Association for Supervision and Curriculum Development (ASCD), National Association of Elementary School Principals (NAESP), National Association of Secondary School Principals (NASSP), Council of Chief State School Officers (CCSSO), National Association of State Boards of Education (NASBE), National School Boards Association (NSBA). We note as well that there is no reason that program accountability should not extend to all types of programs that prepare teachers, including newer programs that operate outside state postsecondary institutions. States may accept the accreditation of one of two national bodies, NCATE and TEAC, or develop their own requirements for program review. The Netherlands offers teacher preparation in 12 public universities and 13 professional colleges; Australia has 35 institutions; and England has 123. Only recently has attention turned to accountability for outputs, that is, results. One report on test content (Mitchell and Barth, 1999) found that most teacher tests in English/language arts, mathematics, and science used a multiple-choice format and covered knowledge at the high school level: they “found no evidence of content at the baccalaureate level” (p. 8). Redefine customer experience in real time. This comparison in turn raises questions about the status of teaching as a field. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Standard setting is the methodology used to define … Accountability is essential for an organization and for a society. But their survey has attracted insufficient attention in discussions of education accountability, so another effort is called for. Central to state review and program accreditation processes are the standards against which institutions are judged. In the mid-19th century, reformers worked to establish professional standards and examinations. Can your big ideas change the world? Register for a free account to start saving and receiving special member only perks. The regional agency procedures may include paper reviews of program curricula; in other cases on-site reviews are conducted by teams of educators and others. STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics (STEM). Additional standards relate to financial resources, support servies, advertising, candidate complaints, public disclosure of accreditation status, and annual reports. Reviews may also include materials that demonstrate alignment between a program and state requirements. Asset Management for Local Governments (AGLG Perspective Booklet - Audit Topic 3, uly 2015) 7 ABOUT LOCAL GOVERNMENT CAPITAL ASSETS People who live and work in B.C. Can your big ideas change the world? Les Potter has been an educator for 31 years. The effects of state program reviews and national accreditation on program quality have not been systematically demonstrated. Achieving Accountability in Higher Education clarifies the concept of accountability for both public and private colleges and … Dr. Markus Iseli is a Senior Research Scientist for CRESST with a focus on integration of engineering and technology for educational purposes. NCATE’s standards are developed through a consensus process and are updated every 7 years (National Council for Accreditation of Teacher Education, 2008). Japan has 138 institutions that offer preparation in mathematics and 149 that offer preparation in science (with some overlap). It is an urgent priority for us and a responsibility we take seriously. Many states continue to require programs to offer particular courses, set minimum admissions standards, ensure minimum contact hours with faculty and student teacher supervisors, and the like. Whatever the answer to that question, it seems reasonable to ask that teacher candidates and teacher preparation programs be held to high standards and that the accountability system used be both professionally responsible and publicly credible. Candidate evidence of attainment of uniform core curricular content is assessed and data is collected from coursework, field or clinical experiences, and on the Florida Teacher Certification Examinations. The following are illustrative TEAC’s accreditation model is based on audits in which the organization’s quality principles (e.g., evidence of student learning, assessment of student learning) are applied (Murray, 2001). NCLB shifted the allocation of instructional time toward math and reading, the subjects targeted by the new accountability systems. Outside many of the major educational institutions and formal educational systems, a new generation of creative individuals and entrepreneurs is emerging. We look first at accountability mechanisms that affect teachers directly. The initial process of registering teacher preparation programs in the state involves providing written documentation of such things as program philosophy or mission; faculty cooperation across university departments; efforts to recruit faculty and students from historically underrepresented populations; efforts to educate potential students about labor market conditions for each certification area; use of assessments; and facilities. The program documents the assistance and the results of the assistance provided to program completers who do not meet employer satisfaction in their first 2 years of teaching. The current process emphasizes the need for institutions to demonstrate that the content of their programs aligns with relevant standards. EdTechReview provides technology educational updates to learn and enhance education. Click here to buy this book in print or download it as a free PDF, if available. For example, Wilson and Youngs (2006) located 14 studies of teacher testing, but all were conducted before the National Teachers Examination (NTE) was replaced with PRAXIS. It is also worth noting that some countries that perform at high levels on TIMSS, such as Singapore and Finland, provide financial support for teacher candidates and are recognized for their ability to recruit high-achieving students for teacher preparation programs. What is lacking, however, is a true educational ecosystem â one in which government, academia, teachers, businesses, and researchers work together to fundamentally rethink how education technology and connected learning can meet the future demands of our society. More institutions are currently accredited by NCATE than by any other state or national body. TEAC was created in 1997 by a group of education school deans and college presidents. Congratulations to 2015 winners, Team Blendee, for their blended learning self development platform. Recommendation 8-1: The U.S. Department of Education should sponsor an independent evaluation of teacher education approval and accreditation in the United States. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Two types of accountability bear directly on teacher education, one related to programs and one related to teachers: the direct monitoring of teacher preparation programs, by means of program approval and accreditation, and. In the colonial period, religious elders and important citizens would assess the moral and physical strength of teacher applicants. currently in use (National Research Council, 2001). Education Week is the comprehensive cornerstone for the most in-depth information and research serving K-12 Education. Some states have performance, or competency-based, processes, requiring that programs demonstrate how they ensure that prospective teachers have acquired the necessary knowledge and skill; others examine program outcomes, examining graduation, job placement, and retention rates. Program administrators looked for guidance in designing their curricula from a variety of sources: professional organizations, local and state. Program completers indicate satisfaction with the level of preparedness for the first year of teaching. Territories, and the District of Columbia), the state board of education authorizes teacher certification in 21, in 16 it is the state education agency, and in 16 it is a board or commission established specifically for that purpose (no policy was found for Guam or Michigan). The ways these tests their curricula from a variety of sources: professional organizations,,... The report, Students and progressive teachers, empowered by technology, are established! 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