Government vs. teacher-training programs

Public school teachers and academics in the universities are among the Democratic party’s most loyal footsoldiers, advocating government intervention in a whole host of endeavors.  But they don’t like it much when the government intervenes with them.

And yet here is a case where government intervention might well be a good thing:  Tying federal (that is to say, taxpayer) money to the performance of teacher education programs (that is to say, the effectiveness of the teachers they turn out).   This currently would relate only to one smallish federal program, one that gives grants to graduates willing to teach in “high need” areas.   Needless to say, this is spurring outraged opposition from schools of education, which seem to have pulled the teeth from the original proposal:

Teacher colleges and their accreditors pushed back against a Department of Education plan to tighten eligibility for federal Teach Grants this week, winning concessions on a proposed rule that could have ended aid to hundreds of colleges and set a precedent for other federal programs.

Under the department’s original proposal, states would have been required to sort teacher-education programs into four categories—”low-performing,” “at risk,” “satisfactory,” and “high quality”—based on their graduates’ job-placement and retention rates, the academic “growth” of graduates’ future students, and customer-satisfaction surveys. Only programs that received the highest ranking and were approved by a specialized accreditor would have been eligible to award the grants, which provide up to $4,000 a year to students who agree to work in “high-need areas.”

Sophia McArdle, the department’s representative on a panel that is negotiating the teacher-training rules, said the agency’s goal was to set a “minimum bar” for Teach Grant eligibility. (While federal law limits Teach Grants to “high quality” programs, it doesn’t define the term. In the past, department officials have claimed that the grants go to too many “mediocre” programs.)

But negotiators said the bar was being set too high, and would deny aid to all but “the crème de la crème,” as one panel member put it. They maintained that it was unfair to exclude the hundreds of programs that lack specialized accreditation, or the potentially hundreds more that might fall under the new “satisfactory” category. They argued that the grants should go to students attending programs deemed “effective” or higher, regardless of their accreditation status, and the department agreed.

Under the compromise language, programs lacking specialized accreditation would be judged based on whether they provided graduates with “content and pedagogical knowledge” and “quality clinical preparation” and had “performance based” exit requirements.

Even more significantly, panelists succeeded in striking any reference to “high quality” from the state rating system, replacing it with “exceptional.” That seemingly semantic change ensured that the “high quality” definition wouldn’t outlive Teach Grants, and be used to limit aid under other federal programs. President Obama has proposed ending the Teach Grant program and replacing it with a “Presidential Teaching Fellows” program that would provide scholarships to high-achieving students.

Even with the changes, the new rules still represent a significant expansion of the federal involvement in teacher-training programs. Until now, the government has largely stayed out of teacher prep, leaving it to states to set their own standards for judging and penalizing programs. The proposed rules, with their outcome standards and survey requirements, mark a “much more rigorous and intrusive federal role,” said Jane West, senior vice president of the American Association of Colleges for Teacher Education.

via Teacher-Training Programs Win Concessions on Proposed Federal Rule – Government – The Chronicle of Higher Education.

Many of these government interventions are simply efforts to provide accountability for taxpayer dollars.  That, I think, is a legitimate concern for Congress and ought not to be confused with the bigger issue of government attempts to regulate our lives.

HT:  Jackie

Who trained the teachers?

In the monumental quest to improve D.C. schools, officials are collecting tons of data.  Here is a use of that information that might actually lead to genuine reforms:  evaluating not just teachers but the college departments of education that trained those teachers:

A lesser-known result of such new systems is that they are generating mountains of data that school officials are starting to use to guide key decisions, aside from which teachers to fire or reward. For instance, by matching teachers’ ratings to the universities they attended, officials are deciding which pipelines deliver the best, or worst, talent.

“Now I know the average score of each teacher from each university. Over the coming years, we will be having conversations with these institutions, saying, ‘Here’s how your people are performing,’ ” said Kamras, who declined to say which colleges were doing well or poorly. “We’ll just stop taking graduates from institutions that aren’t producing effective teachers.”

via D.C. schools to use data from teacher evaluation system in new ways.

Very often, it seems to me, teacher training programs at colleges and universities push experimental methods that don’t work, focus on theories that are not valid,  do little to actually help new teachers to manage their classrooms, and are the source of many of the problems in education today.   Am I wrong?  Are some better than others?   I’d like to hear from graduates of those programs.


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