Improving Teacher's Preparation: Building on Innovation

Contributed by:
Jonathan James
Teacher quality is the most important in-school factor affecting student achievement and success. The quality of teacher preparation has a great impact on teachers and students. Our students are losing ground educationally compared to other nations.
1. Improving teacher
Building on
2. What we know:
Teacher quality is the
most important in-school
factor affecting student
achievement and success
3. Great teachers matter
Students learn more from effective teachers
Teachers in the top 20 percent of performance generate
five to six more months of student learning each year
than low-performing teachers.
1 Year 2 Year
4. Great teachers matter
Students learn more from effective teachers
According to a Tennessee study, the difference in
student achievement gains between being assigned a
“less effective” teacher and being assigned a “more
effective” teacher is roughly the equivalent of a student
moving from the 50th percentile to about the 69th
percentile in mathematics, and from the 50th percentile
to about the 63rd percentile in reading.
5. Great teachers matter
The impact of quality teaching endures
Elementary and
middle school
students who are
taught by a more
effective teacher
for just one year
attend college at
higher rates by
age 20.
6. Unequal Access to great
low-income students have less access to effective teachers
7. What we know:
The quality of teacher
has a great impact
on teachers and students
8. Teacher preparation matters
Excellent teacher preparation has major impact
In one study, the impact of the top vs. bottom
teacher prep programs exceeded the impact
of poverty or learning disabilities on student
Impact of teacher prep
Difference in Adjusted Average Student Test Scores (Standard deviations)
9. What we know:
Our students are losing
ground educationally
compared to other
10. Our standing in the world
Results on international academic tests
2012 Average PISA Scores - Mathematics
11. “The United States… has
lost its once-large lead in
producing college
graduates, and education
remains the most
successful jobs strategy in
a globalized, technology-
heavy economy.”
— The New York Times
12. Where we need to go:
The need for improved
teacher preparation
13. A Collective effort
National education leaders seek a way forward
Arthur Levine, President, Woodrow Wilson
Education School Alumni Agree
“schools of education do not prepare their graduates to cope
with classroom reality”
14. A Collective effort
National education leaders seek a way forward
American Federation of Teachers
“…new teachers give their training programs poor
marks in the areas they describe as most important.”
Of teachers believe that
Of teachers believe that
better coordination aligning curricula with
between teacher field experiences would
preparation programs and improve teacher
school districts would preparedness
improve teacher
Baseline criteria for institutions seeking CAEP accreditation
 An average student GPA of 3.0 or
 An average student score on a college
entrance exam (SAT, ACT, GRE) that
ranks in the top 50% by 2016-17 and
the top 33% by 2020
16. Where we need to go:
More and better-trained
especially in high-need
schools and fields
17. The need for talented teachers
Where we are and where we’re going
Teachers Trained in
= 10,000
Teachers Potentially Needed
Annually by 2020
18. Turnover and shortages
Challenges of the teaching profession
 High-poverty schools experience substantial rates
of turnover each year:
– In 2012-13, an estimated 148,000 teachers in high-
poverty schools either changed schools or left
teaching altogether
 Principals are roughly 10 percentage points more
likely to report serious difficulties filling math and
science vacancies than English vacancies
 Research suggests that we have more than
enough qualified teachers in reading and language
arts, but not enough qualified math and science
teachers to compensate for teacher turnover
19. Turnover and shortages
Challenges of the teaching profession
20. The challenge:
State reporting
and accountability
for teacher preparation
programs are weak
21. The state of teacher
Weak state accountability systems
 Historically, state accountability systems have
been based on high licensure exam pass rates
and program inputs – not student outcomes
 In 2011, just 12 states identified low-performing
or at-risk teacher preparation programs
 Over the last twelve years of available data, 34
states have never identified a teacher
preparation program as low- performing or at-
22. The state of teacher
Weak state accountability programs
38 programs
23. The road ahead:
New regulations will build
on momentum in
improving teacher
24. Proposed regulations
Key provisions and How they compare to CAEP
Student outcomes: Academic gains among K-12  
as demonstrated through measures of student growth,
performance on state or local teacher evaluation measures that
include data on student growth, or both, during their first three
teaching years
Employment outcomes: Job placement and  
retention, including in high-need schools
Customer satisfaction: Surveys of program  
graduates and their principals
Program review and accreditation based on  
content/pedagogical knowledge, high quality
clinical practice, and rigorous entry/exit
Multiple performance levels resulting from  
review and accreditation
Flexibility to states and providers in developing  
24 measures of performance
25. Proposed regulations
Accelerating vital change
 Unlike current reporting requirements, which focus
almost exclusively on inputs, the proposed regulations
set forth meaningful outcome indicators for reporting on
teacher preparation programs.
 States would have enormous flexibility for determining
the specific measures used and evaluating program
 Provide key information on the performance of all
teacher preparation programs.
 Create a new feedback loop among programs and
prospective teachers, employers, and the public.
 Empower programs with better information to facilitate
continuous improvement.
26. Proposed regulations
Key features
 Performance reporting at the program, rather than
institutional, level
 States would use a minimum of four performance levels for
programs: exceptional, effective, at-risk or low-performing.
 Significant flexibility for states, including in setting performance
thresholds and additional performance categories or indicators
 Requiring states to engage and consult with a broad range of
stakeholders, including teacher preparation programs as well as
school leaders and teachers
 Requiring states to report on rewards or consequences
associated with each performance level and provide technical
assistance to low-performing programs
 Refocusing TEACH Grant eligibility on programs identified as
effective or higher
 Ensuring STEM programs can be eligible for TEACH Grant
27. Better reporting systems
States linking student learning and teacher prep programs
RTT/Flex and other states RTT/Flex states that States using student
that currently are linking (or currently are linking (or plan achievement data to hold
plan to link) student growth to link) student growth and teacher preparation
and teacher evaluation to teacher evaluation accountable (NCTQ)
teacher prep (SLDS)
28. Sept. 2015 Final regulations published
Acad. Year States consult and design systems
AY 2016-2017 States and providers begin data collection
Oct. 2017 Providers report AY 2016-17 data to states
April 2018 Pilot year:
•States submit first/pilot reports with data on new indicators
•Identify low-performing/at-risk programs
•Option to identify effective/exceptional programs
April 2019 States submit first report with full ratings:
•“Official” reports with data on new indicators
•Required to identify 4+ performance categories for all
April 2020 States submit second reports