Teacher Quality and Preparation: Stories and Statistics from the Field

1
Teacher Quality and Preparation Stories and
Statistics from the Field

• Brooke Haycock and Heather Peske
• Ed Trust National Conference

Nov 2006
2
This year, some 170,000 teachers will graduate
from our schools of education.
3
About half of them will immediately enter the
classroom.
4
What they believe about themselves and their
students should be of concern to us all.
5
Outline of Discussion Today

• The Potential Impact of Teacher Education
• Current Challenges
• What Teachers Say about Preparation
• Need for Evidence
• Pioneering Work in Louisiana and Ohio
• Other Sessions to Attend

6
Consider the Potential Impact

• 1200 Schools of Education
• Situated in 78 of all 4-year colleges and
  universities
• Award 1 out of every 12 B.A. degrees
• Award 1 out of every 4 M.A. degrees
• Award 15 of all the doctorates
• More degrees awarded than any other branch of the
  academy
• Source Arthur Levine. 2006. Educating School
  Teachers.
• Available http//www.edschools.org/teacher_report
  .htm

7
Consider the Potential Impact

• 2002-2003? 106,000 degrees awarded to
  participants in undergraduate teacher education
  programs.
• 2002-2003 ? 64,000 masters degrees awarded to
  participants in graduate teacher education
  programs.
• 2002-2003? 1,000 doctoral degrees awarded to
  participants in graduate teacher education
  programs.
• Source Arthur Levine. 2006. Educating School
  Teachers.
• Available http//www.edschools.org/teacher_report
  .htm

8
We know there is much work to be done.
9
Put on your spurs?

• Teacher education is the Dodge City of the
  education world. Like the fabled Wild West town,
  it is unruly and chaotic. Anything goes and the
  chaos is increasing.and teachers are
  alternatively educated for a profession and a
  craft.
• Source Arthur Levine. 2006. Educating School
  Teachers.

10
Teacher Ed Irrelevant?

• In this rapidly changing environment,
  Americas teacher education programs must
  demonstrate their relevance and their graduates
  impact on student achievementor face the very
  real danger that they will disappear.
• Source Arthur Levine. 2006. Educating
  School Teachers. Executive Summary. Available
  http//www.edschools.org/teacher_report.htm

11
Inadequate Preparation?

• More than 3 out of 5 teacher education alumni
  surveyed (62) report that schools of education
  do not prepare their graduates to cope with the
  realities of todays classrooms.
• Source Arthur Levine. 2006. Educating School
  Teachers. Executive Summary. Available
  http//www.edschools.org/teacher_report.htm

12
Lack of Preparation Drives Teachers to Leave

• According to teachers likely to leave
• Unprepared to work with students of varying
  abilities (34)
• Unprepared to maintain order and discipline (25)
• Assigned to classes they do not feel qualified to
  teach(11)

Source MetLife Survey of the American Teacher,
2006
13
Experiences That Drive Teachers to Leave
Source MetLife Survey of the American Teacher
2006 Expectations and Experiences
14
Teacher Preparation

• The majority of education school deans or
  chairpersons believe that their graduates are
  very or extremely prepared to
• Teach the subject matter (89)
• Work with children of varying abilities 74)

Source MetLife Survey of the American Teacher,
2006
15
Teacher Preparation

• Over one-third (35) of principals believe that
  first-time teachers in their schools are not
  prepared to engage families
• More than one in four principals (28) believe
  that first-time teachers arent prepared to work
  with children of varying abilities

Source Metlife Survey of the American Teacher,
2006
16
Teacher Preparation

• Over one-quarter (26) of teachers reported that
  they are not prepared to engage families
• 26 of teachers also responded that they are not
  prepared to work with children of varying
  abilities

Source MetLife Survey of the American Teacher,
2006
17
Teacher Preparation

• Only 9 of education deans/chairpersons agree
  that first-time teachers are not prepared to
  engage families
• Only 2 believe first-time teachers are
  unprepared to work with children of varying
  abilities

Source MetLife Survey of the American Teacher,
2006
18
Need for Evidence What Works?

• The bottom line is that we lack empirical
  evidence of what works in preparing teachers for
  an outcome-based education system. We dont know
  what, where, how, or when teacher education is
  most effective. This means the education our
  teachers receive today is determined more by
  ideology and personal predilection than the needs
  of our children.
• Source Arthur Levine. 2006. Educating School
  Teachers, pp.18-19.
• Available http//www.edschools.org/teacher_repor
  t.htm

19
Recommendation Focus on student achievement as
the primary measure of the success of teacher
education programs.

• Source Arthur Levine. 2006. Educating School
  Teachers. Executive Summary.
• Available http//www.edschools.org/teacher_report
  .htm

20
A few places are doing just that.
21
Pioneers in Measuring the Effects of Teacher
Preparation
22
Louisianas Value-Added Teacher Preparation
Program Assessment Model
x
23
Louisianas Value-Added Teacher Preparation
Program Assessment Model

• Purpose To examine the effectiveness of all
• teacher preparation programs in the state in
• preparing teachers who produce gains in
  student
• learning.

• Data Sources 200,000 students in grades 4-9 from
  66 school districts.
• More info http//asa.regents.state.la.us/TE/valu
  e_added_model

24
Louisiana Found

• 45-50 of LAs teacher prep programs are
• preparing new teachers whose contribution to
• student achievement is comparable to the
• effectiveness of experienced teachers (3 or
• more years) in math, ELA, and science

• First and second year teachers showed
• the most growth in effectiveness

• Varying results across programs (traditional cert
  vs. alt cert) and within programs (science cert
  vs. math cert)

25
Ohios Teacher Quality Partnership
X
26
4 Components of Ohios TQP

• Teacher Ed Graduate Study
• 5 year longitudinal study, following grads
• Experienced Teacher Study
• 8-20 years, focus on high-gainers
• Novice Teacher Study
• 1-3 years, focus on high-gainers
• Structural Equation Modeling
• Relationships among pre-service,
• beginning, experienced teacher
• variables and student achievement
• More info http//www.teacherqualitypartnershi
  p.org/index.php

27
Want to hear from Louisiana and Ohio?

• Attend their sessions!

28
LA and OH Sessions

• Louisiana
• Session 31 Value-Added Teacher Preparation
  Assessment One Way to Measure the Flow of
  High-Quality New Teachers
• Sat. Nov. 4th
• 945-1100am
• Independence H

• Ohio
• Session 37 Academic Achievement of All Students
  through Quality Teacher Preparation The Ohio
  Study
• Sat. Nov. 4th
• 1115-1230pm
• Independence B