Teacher Preparation and the Tenants of Accountability
Author(s)
Leslie Jones1*,
Gregg Stall1,
Gary Rosenthal1,
Jessica Fanguy Cortez1,
Angelle Hebert1,
Ruth Ray Jackson2,
Thea Williams-Black3
Affiliation(s)
1 College of Education, Nicholls State University, Thibodaux, USA. 2 College of Education, Langston University, Langston, USA. 3 College of Education, Jackson State University, Jackson, USA.
1 College of Education, Nicholls State University, Thibodaux, USA. 2 College of Education, Langston University, Langston, USA. 3 College of Education, Jackson State University, Jackson, USA.
ABSTRACT
There is an obvious interrelationship between K-12 student performances and the preparation of teachers in Teacher Education Programs in Higher Education. As accountability increases in K-12 educational systems for students and teachers, accountability increases in Teacher Preparation Programs. There are different methods for evaluating the effectiveness of Teacher Preparation Programs; and recent evaluation methods have focused on the performances of the K-12 students through value-added models. There are proponent and opponents of using value-added models. However, there is much agreement on the need to make improvements to Teacher Preparation Programs. A Task Force was formed in 2012 called the Network for Transforming Educator Preparation (NTEP). The Task Force was formed by the Council of Chief State School Officers (CCSSO). Licensure, Program Approval, and Data Collection, Analysis and Reporting are among the key areas addressed by the Tasks Force:
http://www.ccsso.org/Resources/Programs/Network_for_Transforming_Educator_Preparation_(NTEP).html. These are the similar areas addressed through accreditation processes for Teacher Preparation Programs. In this article, the challenges of accountability with a focus on accreditation are addressed. A review of teacher accreditation and six elements for improving teacher preparation are also discussed.
There is an obvious interrelationship between K-12 student performances and the preparation of teachers in Teacher Education Programs in Higher Education. As accountability increases in K-12 educational systems for students and teachers, accountability increases in Teacher Preparation Programs. There are different methods for evaluating the effectiveness of Teacher Preparation Programs; and recent evaluation methods have focused on the performances of the K-12 students through value-added models. There are proponent and opponents of using value-added models. However, there is much agreement on the need to make improvements to Teacher Preparation Programs. A Task Force was formed in 2012 called the Network for Transforming Educator Preparation (NTEP). The Task Force was formed by the Council of Chief State School Officers (CCSSO). Licensure, Program Approval, and Data Collection, Analysis and Reporting are among the key areas addressed by the Tasks Force:
http://www.ccsso.org/Resources/Programs/Network_for_Transforming_Educator_Preparation_(NTEP).html. These are the similar areas addressed through accreditation processes for Teacher Preparation Programs. In this article, the challenges of accountability with a focus on accreditation are addressed. A review of teacher accreditation and six elements for improving teacher preparation are also discussed.
Cite this paper
Jones, L. , Stall, G. , Rosenthal, G. , Cortez, J. , Hebert, A. , Jackson, R. and Williams-Black, T. (2015) Teacher Preparation and the Tenants of Accountability. Creative Education, 6, 2256-2262. doi: 10.4236/ce.2015.621233.
Jones, L. , Stall, G. , Rosenthal, G. , Cortez, J. , Hebert, A. , Jackson, R. and Williams-Black, T. (2015) Teacher Preparation and the Tenants of Accountability. Creative Education, 6, 2256-2262. doi: 10.4236/ce.2015.621233.
References
[1] Blankstein, A. M. (2010). Failure Is Not an Option. 6 Principles of Making Student Success. The ONLY Option. California: Corwin. [2] Chubb, J., & Clark, C. (2013). The New State Achievement Gap: How Federal Waivers Could Make It Worst Or Better. Educational Sector: Connecticut. Creative Commons. [3] Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of Educational Opportunity. Washington: US Department of Education and Welfare. Publication of National Center for Educational Statistics. Superintendent Documents Catalog No. FS 5.238.38001. [4] Collins, J. (2001). Good to Great. New York: Harper Collins Publishers. [5] Darling-Hammond, L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco: John Wiley and Sons, Inc. [6] Edutopia Staff (2013) Key Components of Effective Teacher Preparation: The Experts Speak. EDUTOPIA. WHAT WORKS IN EDUCATION. The George Lucas Education Foundation. [7] Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge. [8] Marshall, L. (2013). Six Essential Elements for Improving Teacher Prep. Education Week. [9] Oliva, P. F., & Pawlass, G. E. (2008). Supervision for Today’s School’s. New Jersey: Wiley. [10] Pfeffer, J., & Sutton, R. I. (2000). The Knowing Doing Gap. Massachusetts: Harvard Business School of Publishing. [11] Retrieved from Common Core State Standards Initiative.
http://www.corestandards.org [12] Retrieved from Council of Chief State School Officers.
http://www.ccsso.org/Resources/Programs/Network_for_Transforming_Educator_Preparation_(NTEP).html [13] Retrieved from http://edsource.org/wp-content/uploadscommrpt.pdf; CAEP Accreditation Standards and Evidence: Aspirations for Educator Preparation. [14] Retrieved from Louisiana State Department of Education.
http://www.doe.la.us [15] Retrieved from National Council of Teacher Quality.
http://www.nctq.org [16] Retrieved from That National Council of Teacher Accreditation.
http://www.ncate.org [17] Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Virginia: Association of Curriculum. [18] Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). A Fifth Discipline: The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations. New York: Currency Doubleday. [19] Siconne, F. (2012). Essential Skills for Effective School Leadership. Boston: Pearson Education.
[1] Blankstein, A. M. (2010). Failure Is Not an Option. 6 Principles of Making Student Success. The ONLY Option. California: Corwin. [2] Chubb, J., & Clark, C. (2013). The New State Achievement Gap: How Federal Waivers Could Make It Worst Or Better. Educational Sector: Connecticut. Creative Commons. [3] Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of Educational Opportunity. Washington: US Department of Education and Welfare. Publication of National Center for Educational Statistics. Superintendent Documents Catalog No. FS 5.238.38001. [4] Collins, J. (2001). Good to Great. New York: Harper Collins Publishers. [5] Darling-Hammond, L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco: John Wiley and Sons, Inc. [6] Edutopia Staff (2013) Key Components of Effective Teacher Preparation: The Experts Speak. EDUTOPIA. WHAT WORKS IN EDUCATION. The George Lucas Education Foundation. [7] Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge. [8] Marshall, L. (2013). Six Essential Elements for Improving Teacher Prep. Education Week. [9] Oliva, P. F., & Pawlass, G. E. (2008). Supervision for Today’s School’s. New Jersey: Wiley. [10] Pfeffer, J., & Sutton, R. I. (2000). The Knowing Doing Gap. Massachusetts: Harvard Business School of Publishing. [11] Retrieved from Common Core State Standards Initiative.
http://www.corestandards.org [12] Retrieved from Council of Chief State School Officers.
http://www.ccsso.org/Resources/Programs/Network_for_Transforming_Educator_Preparation_(NTEP).html [13] Retrieved from http://edsource.org/wp-content/uploadscommrpt.pdf; CAEP Accreditation Standards and Evidence: Aspirations for Educator Preparation. [14] Retrieved from Louisiana State Department of Education.
http://www.doe.la.us [15] Retrieved from National Council of Teacher Quality.
http://www.nctq.org [16] Retrieved from That National Council of Teacher Accreditation.
http://www.ncate.org [17] Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Virginia: Association of Curriculum. [18] Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). A Fifth Discipline: The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations. New York: Currency Doubleday. [19] Siconne, F. (2012). Essential Skills for Effective School Leadership. Boston: Pearson Education.