Transforming Teacher Education

The Debate on Teacher Education and Teacher

Quality“There is little evidence that education school

course work leads to improved student achievement…”

“Knowledge of pedagogy, degrees in education or amount of time spent practice teaching,” which are the “requirements that make up the bulk of current teacher certification regimes,” is surrounded by a “great deal of contention.”

“Virtually all” of the studies linking certification and improved student outcomes are “not scientifically rigorous.”

-- The Secretary’s Report on Teacher Quality, 2002

The Need for More Powerful Teaching

Effects of Underprepared Teachers

on Student Achievement Fall-to-Spring Test Score Gains / Losses of Students Taught by

Alternative Route and Traditional Route Teachers

-1.07

-0.78

0.99

1.89

-1.06

-0.39

1.31

1.83

-1.5

-1

-0.5

0

0.5

1

1.5

2

2.5

Ch

ang

e in

NC

E S

core

Reading Math

Based on actual (unadjusted) fall and spring scores

Low-Coursework AC Low-Coursework TC Counterpart

High -Coursework AC High -Coursework TC Counterpart

Effects of Preparation on Teacher Attrition

12.6

12

12.8

13

11.6

20.7

28.1

27.3

25.7

25

0 5 10 15 20 25 30

Training in Selection/Use of Materials

Training in Child Psych./Learning Theory

Observation of Other Classes

Feedback on Teaching

Practice Teaching

% of new teachers leaving after 1 yearNo Training

Training

© Linda Darling-Hammond 2010

Teacher Knowledge and SkillsMatter to Student Achievement

Large-scale studies in NC and NY found that student achievement gains were related to teachers’

• Preparation prior to entry• Licensing test scores • Certification in the field taught• Experience (> 3 years)• National Board Certification (in NC)In combination, these predict more of the

difference in student learning gains than race & parent education combined (Clotfelter, Ladd, & Vigdor, 2008).

Poor and Minority Children Get the Least Qualified

TeachersDistribution of Underqualified Teachers by School Income

and Minority Status in California

0

0.02

0.04

0.06

0.08

0.1

0.12

0.14

0.16

0.18

0.2

Low minority (0-30%) High minority (>90%) Low poverty (0-25%free lunch)

High poverty (>75% freelunch)

Source: CBEDS data, 1999; SRI International, Teaching and California's Future, Center for the Future of Teaching and Learning, 1999.

How can we turn the current Race to the Bottom into a Race to the Top for Teacher Education ?

What are High-Achieving and Steeply-Improving Nations

Doing?

• Substantial investments in initial teacher education focused on-- teaching a wide range of learners-- learning to practice in practice-- learning to assess learning-- learning from and for research-based practice

• Equitable salaries and placements

What kind of preparation matters?

Features of Exemplary Teacher Education Programs

A tightly knit set of experiences based on a common, clear vision of good teaching

Well-defined standards of practice and performance; A rigorous core curriculum with emphasis on student

learning, assessment, and content pedagogy; Use of problem-based teaching methods including cases, action research, and portfolios; Extended clinical experience (30+ weeks) with expert veterans, linked to coursework, in partnership schools

Value-Added Gains of Students Whose Teachers Graduated from Different Teacher Education Programs in NYC

-0.06

-0.04

-0.02

0

0.02

0.04

0.06

0.08

-0.120 -0.080 -0.040 0.000 0.040 0.080 0.120

Math

ELA

Strong Gains in ELA and Math

Strong Gains in ELA, not math

Strong Gains in Math, not ELAWeak Gains in ELA and Math

Program Features Influencing Teacher Effectiveness

Quality of student teaching experience Courses in content pedagogyFocus on learning specific practices and applying them in clinical experienceStudy of local district curriculum Portfolio / capstone project tying theory to practice

How Might We Ensure Expert Teachers for all

Students?Recognize and emulate successful programsInvest in teacher education based on features that matter for successBuild residencies and school partnershipsUnderwrite high-quality teacher education for capable candidates in high-need contextsCreate meaningful licensing and accreditation standards that drive improvement Use performance-based assessments

Develop Content Pedagogy and Learner

PedagogyStrengthen content-based pedagogical preparation Connect curriculum (and assessment) to teacher educationStrengthen knowledge of-- learning and learning differences-- language development-- culture and context

Support Clinical Training

As in medicine and other professions, teachers need to see and enact good practice while learning research and theoryProfessional development schools and residency models can support learning from expert veterans alongside coursework.They can model state-of-the art education for students and teachers as well as opportunities for developing curriculum, new practices, and research.

Leverage Performance Assessments of Teaching

Teachers and programs learn from performance assessments featuring portfolios of practice – videos, lesson plans, student work, and commentary -- showing how a prospective teacher:

Plans a unit of instruction around standards for students and standards for teaching

Instructs, reflects, and revises in response to students’ learning

Assesses and analyzes student learningReflects on the success of practice and on how it

can be improvedDevelops academic language among all students.

PACT Scores by Teaching Dimension and Institution

2.953.03

2.832.92

3.00

2.78

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

Total MIS Planning Instruction Assessment Reflection Acad Language

Sco

re

BCDEFGHIJKL

Teacher Learning is Enhanced

I think for me the most valuable thing was the sequencing of the lessons, teaching the lesson, and evaluating what the kids were getting, what the kids weren’t getting, and having that be reflected in my next lesson...the ‘teach-assess-teach-assess-teach-assess’ process. And so you’re constantly changing – you may have a plan or a framework that you have together, but knowing that that’s flexible and that it has to be flexible, based on what the children learn that day.

Teacher Educators Learn

This [scoring] experience…has forced me to revisit the question of what really matters in the assessment of teachers, which – in turn – means revisiting the question of what really matters in the preparation of teachers.

Cooperating Teachers Reflect on Practice

[The scoring process] forces you to be clear about “good teaching;” what it looks like, sounds like. It enables you to look at your own practice critically/with new eyes.

Teacher Education Can be Linked to Induction

As an induction program coordinator, I have a much clearer picture of what credential holders will bring to us and of what they’ll be required to do. We can build on this.

Faculty Learning & Faculty Learning & Program ImprovementProgram Improvement

A more shared vision of teachingA more shared vision of teaching

Increased articulation across Increased articulation across courses, structures and rolescourses, structures and roles

Changes in course contentChanges in course content

Structural changes to support Structural changes to support coherence and connections coherence and connections

How do We Ensure Expert Teachers for all Students?

Integrate theoretical and clinical learning for teaching challenging content in ways that address diverse pupil needsShare knowledge about successful strategiesFund high-quality teacher preparation modelsExpand performance-based assessment that shows how students & teachers are learningIncrease incentives to attract and retain talented, well-prepared teachers

A goal for high-achieving 21st century nations:

“Those who can, do. Those who understand, teach.”

“Those who can, teach. Those who can’t go into a

less significant line of work.”