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Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 439
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Book Description
This ninth report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2011. Title II of the "Higher Education Act of 1965" (HEA), as amended in 2008 by the "Higher Education Opportunity Act" (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade (K-12), on a State Report Card (SRC) designated by the secretary. The report is intended to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the general public with information that Congress has identified as important to a basic understanding of teacher preparation in America. In this regard, this report provides national information and answers such questions as: (1) How many prospective teachers were enrolled in teacher preparation programs during Academic Year (AY) 2009-10?; (2) What was the demographic composition of these enrollees?; (3) What are the teacher preparation program enrollment trends over the last decade?; (4) How many teacher preparation program enrollees were successful program completers?; (5) What type of teacher preparation program, traditional or alternative route, did the completers attend, and in what proportions?; (6) What state standards and policies guided teacher preparation program development and evaluation?; (7) Which teacher preparation programs have states reported as low-performing or as at risk of being identified as low-performing?; (8) What state requirements and assessment criteria underpin initial teacher credentialing?; (9) How many prospective teachers took state assessments in AY 2009-10 compared to the previous year?; and (10) How many initial credentials were awarded by states to new teachers in AY 2009-10 compared to the previous year? The following are appended: (1) Higher Education Act of 1965, as amended (HEA), Sections 205-208; and (2) Title II State Report Card on the Quality of Teacher Preparation. [For the prior report, "Preparing and Credentialing the Nation's Teachers: The Secretary's Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009 and 2010," see ED528266.].
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 439
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Book Description
This ninth report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2011. Title II of the "Higher Education Act of 1965" (HEA), as amended in 2008 by the "Higher Education Opportunity Act" (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade (K-12), on a State Report Card (SRC) designated by the secretary. The report is intended to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the general public with information that Congress has identified as important to a basic understanding of teacher preparation in America. In this regard, this report provides national information and answers such questions as: (1) How many prospective teachers were enrolled in teacher preparation programs during Academic Year (AY) 2009-10?; (2) What was the demographic composition of these enrollees?; (3) What are the teacher preparation program enrollment trends over the last decade?; (4) How many teacher preparation program enrollees were successful program completers?; (5) What type of teacher preparation program, traditional or alternative route, did the completers attend, and in what proportions?; (6) What state standards and policies guided teacher preparation program development and evaluation?; (7) Which teacher preparation programs have states reported as low-performing or as at risk of being identified as low-performing?; (8) What state requirements and assessment criteria underpin initial teacher credentialing?; (9) How many prospective teachers took state assessments in AY 2009-10 compared to the previous year?; and (10) How many initial credentials were awarded by states to new teachers in AY 2009-10 compared to the previous year? The following are appended: (1) Higher Education Act of 1965, as amended (HEA), Sections 205-208; and (2) Title II State Report Card on the Quality of Teacher Preparation. [For the prior report, "Preparing and Credentialing the Nation's Teachers: The Secretary's Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009 and 2010," see ED528266.].
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
This 10th report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2012, October 2013, and October 2014. "Title II" of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the Higher Education Opportunity Act (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade, on a State Report Card designated by the Secretary. For many data elements, such as the number of individuals enrolled in and completing teacher preparation programs, states reported on AY 2010-11 data in 2012, AY 2011-12 data in 2013, and AY 2012-13 data in 2014. For other data elements, such as the admission requirements for each teacher preparation program and descriptions of the state's alternative routes to a teacher credential, states reported on the most current information available each year. The 10th report provides a national overview of the state data by key topics collected through the State Report Cards, including graphics showing "Title II" longitudinal trends over more than a decade of state reporting. Similar to previous reports, the report is organized into chapters, with each summarizing states' data on "HEA Title II" key elements. The chapters are: (1) Teacher Preparation Providers and Programs; (2) Teacher Preparation Program Participants; (3) Institutions of Higher Education Offering Teacher Preparation Programs; (4) State Standards for Teaching Credentials; (5) Evaluation of Teacher Preparation Programs; (6) Assessments Required for an Initial Teaching Credential; and (7) State Initial Credentials for Teachers. [For the Secretary's Ninth Report on Teacher Quality (2013), see ED565683.].
Author: National Research Council
Publisher: National Academies Press
ISBN: 9780309056922
Category : Education
Languages : en
Pages : 94
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Book Description
In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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Book Description
This eighth report on the features of America's teacher preparation and initial state credentialing presents data states reported to the U.S. Department of Education (Department) in October 2008, October 2009 and October 2010. Title II of the Higher Education Act (HEA) of 1965, as amended in 2008 by the Higher Education Opportunity Act (HEOA), like its predecessor, requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher certification or licensure, kindergarten through 12th grade (see appendix 1). Because the 2008 reauthorization changed both a number of state reporting requirements and the content of this annual report, and states reasonably needed time to adjust their own data collection and reporting procedures, this three-year period was by necessity a transition period. For this reason, the Department determined that the public would be better served by providing a report on these three years at one time. The report is intended to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the general public with information that Congress has identified as important to a basic understanding of teacher preparation in America. In this regard, this report provides national information and answers questions such as: (1) How many prospective teachers were enrolled in teacher preparation programs, and what was the demographic composition of these enrollees?; (2) How many prospective teachers successfully completed a teacher preparation program, and did they attend a "traditional" or "alternative route" type of program?; (3) What state standards and policies guide teacher preparation program development and evaluation?; (4) Which teacher preparation programs have states reported as low-performing or as at-risk of being identified as low-performing?; (5) What state requirements and assessment criteria underpin initial teacher certification or licensure?; (6) How many new teachers were certified or licensed by states each year from 2000-01 through 2008-09?; (7) What proportion of teachers assigned to classrooms were reported as not fully certified or licensed by their states from 2003-04 through 2007-08?; and (8) What was the percentage of teachers reported as not fully certified or licensed by states in high-poverty school districts compared to all other districts for 2007-08, the last year the data were collected? The findings from the state reports are organized into five chapters. Each chapter contains figures and tables following most of the bulleted statements to provide a graphic view of the data and display national data trends, when available. Appended are: (1) Higher Education Act of 1965, as amended (HEA), Sections 205-208; (2) Title II State Report Card on the Quality of Teacher Preparation; and (3) Title II Teacher Quality Grant Partnership (TQP) Discretionary Grant Awards. (Contains 15 tables, 25 figures and 15 footnotes.) [For the seventh report, "The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom," see ED520813.].
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309128056
Category : Education
Languages : en
Pages : 234
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Book Description
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. 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. 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. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Author: Cleveland Hayes
Publisher: BRILL
ISBN: 9004388192
Category : Education
Languages : en
Pages : 202
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Book Description
By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today.
Author: California. Commission on Teacher Credentialing
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 57
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Book Description
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can Use" is a series of issue briefs on key data collected through the Title II "HEA" data collection. This issue brief provides information on the characteristics and changing trends of enrollment in teacher preparation programs. Highlighted findings include: (1) Teachers are primarily prepared in traditional programs; (2) The demographic makeup of teaching candidates does not match that of K-12 students; (3) New York leads the nation in enrolling the most teaching candidates; and (4) Across the nation, enrollment in teacher preparation programs is on the decline.
Author: Judson G. Everitt
Publisher: Rutgers University Press
ISBN: 0813588294
Category : Education
Languages : en
Pages : 223
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Book Description
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
Author: California. Commission on Teacher Credentialing
Publisher:
ISBN:
Category : Interns (Education)
Languages : en
Pages : 56
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