National Council on Teacher Quality Spring 2017 “Landscapes” Report on Secondary Ed Programs

The national Council on Teacher Quality put out their 2017 report on teacher prep program’s secondary education preparation.

“Landscapes in Teacher Prep: Undergraduate Secondary” (Spring 2017)

Top ranking programs:

NCTQ’s Top Tier: The Nation’s Best Undergraduate Secondary Teacher Prep Programs: Hunter College is on this list

Arizona State University (Phoenix) Messiah College (Grantham, PA)
Clemson University (Clemson, SC) Ohio Wesleyan University (Delaware, OH)
Coe College (Cedar Rapids, IA) St. Olaf College (Northfield, MN)
Colorado Christian University (Lakewood) University of Iowa (Iowa City)
CUNY – Hunter College (New York, NY) University of Minnesota – Duluth
Gordon College (Wenham, MA) University of Southern Mississippi (Hattiesburg)
Hope College (Holland, MI) University of Utah (Salt Lake City)
Lipscomb University (Nashville, TN) University of Wisconsin – Platteville
Western Governors University
    In 2017 NCTQ released their teacher quality report, which looked at Science and Social Studies. One of the main issues they found effected quality teaching was how thorough teacher ed programs were at preparing pre-service teachers for each area within their given field, (e.g. Biology, Chemistry, Earth Science, under the Science umbrella). When prep programs teach content specific to areas, rather than generalized science or social studies, they found more effective teaching had a lot to do with strong understanding and knowledge of all areas across the subject. But, many states and programs do not adequately require a deep understanding of each content area or do not assess thoroughly enough to recognize where preservice teachers are lacking and leading.

NCQT says that adequate preparation for teachers requires at least 50 credits in the discipline, cross-minoring in 2 relevant content areas (e.g. Social Studies and History), and subject specific testing.

NCQT found that 81% of teacher prep programs earned an A in content readiness in Science, either because the state measured subject specific content or required content coursework.  65% of teacher ed programs earned an A in Social Studies. Only 3 states look at specific Social Studies areas (econ and hist, etc. )

Multi-subject General Certification Programs (Brooklyn College is on this list) 

The NCQT also looked closely at practice teaching and found when methods courses required field-work or practice teaching that provided thoughtful evaluations, helped students apply theory to practice. 76% or programs currently do one or both. 47% of programs require a methods course without an application component.

When looking at Student-Teaching  the NCQT looked at how well the programs vetted cooperating teachers and how often programs assessed their student teachers and provided feedback to them. An A or B do both, C and D do one of the two and an F does none.

4% = A

2% = B

39%=C

33% =D

22%= F

Only 8% actually collect information on the cooperating teacher’s mentoring  and teaching skills. Right now ed programs find cooperating teacher under these criteria: 3+ years teaching, certification in the same subject as the student teacher, and needs to be “master” in the subject (although “master” is never defined).

Lastly, one of the most important factors in preparing strong teachers is giving them the opportunity to learn how to manage classrooms and discipline in appropriate ways. 44% of prep programs actually evaluate classroom and behavior management. This finding is consistent with the NCQT’s assessment in 2014 of classroom management, when they found that teachers who had been adequately prepared to deal with behavioral issues, were more effective teachers.

 

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