Teacher Preparation and the Tenants of Accountability

Leslie Jones,Angelle Hebert,Jessica Fanguy Cortez,Gregg Stall,Gary Rosenthal,Thea Williams-Black,Ruth Ray Jackson

doi:10.4236/ce.2015.621233

Leslie Jones, Angelle Hebert + Show 5 more

Open Access

https://doi.org/10.4236/ce.2015.621233

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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.

Highlights

There are frequently many initiatives and programs implemented in K-12 schools to target school improvementHow to cite this paper: Jones, L., Stall, G., Rosenthal, G., Cortez, J
Effective teaching is presented from the vantage point of tenants of preparation programs
Student achievement is a critical variable for measurements and defining accountability, and the effectiveness of teacher preparation programs has been directly correlated with student achievement

Summary

Introduction

How to cite this paper: Jones, L., Stall, G., Rosenthal, G., Cortez, J. Schmoker (2011) suggests that there are three simple elements essential for school improvement: reasonable coherent curriculum, sound lessons, and purposeful reading and writing in all disciplines. At the heart of school improvement, student learning and achievement, are teacher preparation. Hattie (2012) completed meta-analyses documenting 138 effective sizes and influences across areas related to student achievement. He suggests that there are six areas that contribute to learning, teaching and learning approaches, curricula, teacher, school, home, and the student. Accountability measures for teacher education preparation programs are included with a specific look at accrediting agencies. The Six Essential Elements for Improving Teacher Preparation published in Education Week are discussed (Marshall, 2013)

Challenges of Accountability with a Look at Accreditation

Specific Review of Teacher Accreditation

The Six Essential Elements for Improving Teacher Preparation

Conclusion