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Transcript of Teacher Education Accountability: Impact on States and Teacher Preparation Programs Sophia McArdle,...
![Page 1: Teacher Education Accountability: Impact on States and Teacher Preparation Programs Sophia McArdle, Ph.D. Office of Postsecondary Education.](https://reader036.fdocuments.us/reader036/viewer/2022062517/56649e915503460f94b9722b/html5/thumbnails/1.jpg)
Teacher Education Accountability: Impact on States and Teacher
Preparation Programs
Sophia McArdle, Ph.D.Office of Postsecondary Education
![Page 2: Teacher Education Accountability: Impact on States and Teacher Preparation Programs Sophia McArdle, Ph.D. Office of Postsecondary Education.](https://reader036.fdocuments.us/reader036/viewer/2022062517/56649e915503460f94b9722b/html5/thumbnails/2.jpg)
During this decade, 1.6 million teachers will retire.At least that many will be needed to take their
place.
= 160,000 teachers
SY10-11
SY12-13
SY14-15
SY16-17
SY18-19
SY20-21
![Page 3: Teacher Education Accountability: Impact on States and Teacher Preparation Programs Sophia McArdle, Ph.D. Office of Postsecondary Education.](https://reader036.fdocuments.us/reader036/viewer/2022062517/56649e915503460f94b9722b/html5/thumbnails/3.jpg)
The Challenge
Preparation: More than 3 in 5 new teachers report that their education school experience left them feeling unprepared for “classroom realities”
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The Challenge
Teacher recruitment: •America is not recruiting the best and brightest into teaching
– Only 23% of all teachers, and only 14% of teachers in high poverty schools, come from the top third of college graduates
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The Challenge
Rigorous training: •After admission, too many programs do not provide a rigorous clinical experience
– Only 50% of current teacher candidates receive supervised clinical training
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The ChallengeHigh-need areas: •Education schools often do not respond to school district teacher needs in high-need subjects
– Over ½ of all districts have trouble recruiting highly qualified teachers in science and special education
– Over 90% of high-minority districts have trouble recruiting highly qualified math and science teachers
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The Challenge
Diversity:The teaching workforce is predominantly white and does not reflect the diversity of the nation’s students that is increasingly black or Hispanic
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27 states have never identified a low-performing
program12 states
have identified 1-5 low-performing programs12
stateshave identified 6+ low-performing programs
Out of the over
1,400 institutions preparing teachers, only
38 programs were identified by states as low-performing or at-riskSOURCE: Chad Aldeman, et al., A Measured Approach to
Improving Teacher Preparation (Washington, DC: Education Sector, 2011).
Teacher Preparation Program Performance
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The Federal Role
• Support States in their work using federal policies and investment to accelerate and support progress
• Create conditions for reform• Provide for targeted investments
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Our Future, Our Teachers The Obama Administration’s Plan for Teacher Education Reform and
Improvement
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Teacher Initiatives
• HEA Title II Regulations• Presidential Teaching Fellows• Augustus F. Hawkins Centers
for Excellence
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HEA Title II Regulations
The issue:Existing reporting and accountability requirements have not led to meaningful change partially because the data collected is generally on program inputs rather than program outcomes
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HEA Title II Regulations
Goal is to:• Revise federal reporting requirements
to reduce burden and focus on the most important measures of quality
• Provide prospective teacher candidates, hiring school districts, and teacher preparation programs with meaningful data on program quality
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HEA Title II Regulations
Goal would be achieved by:• Reducing input-based reporting
elements and • Focusing on 3 categories of outcome-
based measures instead
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HEA Title II Regulations
The Measures:• Student growth of elementary and
secondary school students taught by program graduates
• Job placement and retention rates• Surveys of program graduates and their
principals as to whether they were provided with the skills needed for classroom success in their first years
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HEA Title II Regulations
Outcomes:•The data would create a feedback loop with meaningful information and would empower all stakeholders to make better decisions•Teacher Candidates: Teacher candidates will be able to make more informed decisions when choosing a program to attend.
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HEA Title II Regulations
• Employers: School districts will have more information about the relative performance of new teachers from different teacher preparation programs that will aid in hiring decisions
• Teacher Preparation Programs: New data will supply programs with meaningful impact information they can use to drive program change and self-improve
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HEA Title II and TEACH Grant Program Regulations
Establish a link between a State’s classification of a teacher preparation program under the Title II reporting system and that program’s identification as “high quality” for TEACH Grant eligibility purposes
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Presidential Teaching Fellows
• A new $190 million program to support rigorous state-level policies and provide scholarships for students to attend top-tier teacher preparation programs
• Would replace the TEACH Grant Program while maintaining the program’s core purpose to recruit teachers to work in high-need schools in high-need fields
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Presidential Teaching Fellows
State Policies:•Funds would be allocated by formula to states that commit to establishing rigorous teacher certification and licensure and teacher preparation program accountability
– A set-aside of up to 20% would be used for state implementation of activities
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Presidential Teaching Fellows
State Policies:– A set-aside of up to 20% would be used
for state implementation of activities– An additional 5% (beyond the 20%)
could be set-aside by states to develop a “master teacher” designation in consortia with other states. Master teachers would receive portable certification.
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Presidential Teaching Fellows
Scholarships:•The majority of PTF funds would provide scholarships of up to $10,000 for high-achieving, final year students enrolled in high-quality traditional or alternative teacher preparation programs with a priority for students with financial need
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Presidential Teaching Fellows
Scholarships:•Students would have to teach for at least 3 years in a high-need field in a high-need school•Current TEACH Grant recipients would be grandfathered for the duration of their academic program
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Augustus F. Hawkins Centers for Excellence
• Disadvantaged students benefit academically and socially from teachers with whom they can identify
• Such teachers are underrepresented in the workforce
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Augustus F. Hawkins Centers for Excellence
- 14% of teachers identify as African-American or Hispanic compared to 38% of students
- Only 2% of teachers are African-American men
- Only 2% of teachers are Latino men
• MSIs collectively prepare more than 50% of all minority teachers
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Augustus F. Hawkins Centers for Excellence
• Provides for $30 million in first-time funding for a competitive grant program supporting teacher preparation at minority-serving institutions (MSIs)
• Project activities would involve teacher preparation reform
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Augustus F. Hawkins Centers for Excellence
• The minimum grant award would be $500,000
• Award would be for 3 years, with an additional 2 years continuation funding available conditioned on meeting performance targets
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In sum:
The ultimate goal of all these teacher initiatives is that every student will
have the effective teacher they deserve
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Thank you!
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Contact Information:Sophia McArdle, Ph.D.
U.S. Department of Education
Office of Postsecondary Education
1990 K St. NW Room 8019
Washington, DC 20006
(202) 219-7078
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