UniversityBased Teacher Education: To Be or Not To Be

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University-Based Teacher Education To Be or Not
To Be?

• John Oehler Lecture on Educational Leadership
• College of Education
• Virginia Commonwealth University
• Richmond, VA
• April 15, 2005
• Charles R. Coble

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Mystery Question?

• Did John look this happy when he was the dean?

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Is bad news better than no news at all?
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Why does teacher preparation have to change?

• Its the economy, stupid!

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What were the workforce skills in the old
economy?

• The premium was on a strong back and a weak
  mind.
• Workers were expected to be docile and tolerant
  of routine.
• There were low educational expectations and for
  thinking on the job.

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What are the workforce skills in the new economy?

• Employees are expected to think and solve
  problems on the job.
• Employees are expected to be able to read, write,
  speak, and have computational skills.
• Basic and advanced computer skills are expected.
• Employees are expected to work effectively
  individually and with others, often in teams.

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How about education and the new economy?

• 70 of the 30 fastest growing jobs will require
  an education beyond high school.
• 40 of all new jobs will require at least an
  associates degree.
• Source Youth at the Crossroads Facing High
  School and Beyond, The Education Trust, 2000

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Whats happening to manufacturing jobs?The 20
Largest Economies1995 2002
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What occupations are declining?

• Occupation
  2000 2002 Change
  Change
• SKILLED JOBS (Bachelor Degree or higher)
• Computer Programmers
  530,730 457,320 -14 -73,410
• Computer Support Specialists
  522,570 478,560 -08 -44,010
• Electrical Engineers
  162,400 146,180 -10 -16,220
• Engineering Managers
  242,280 205,390 -15 -36,890
• LOWER SKILLED JOBS (Associate Degree or lower)
• Engineering Technicians
  244,570 194,960 -20 -49,610
• Electronic Equipment Assemblers 367,150 267,030
  -27 -100,120
• Reservation and Travel Clerks
  199,700 174,170 -13 -25,530
• Data Entry Keyers
  458,720 376,970 -18 -81,750
• Customer Service Representatives 1,907,890
  1,854,75 -03 -53,140
• Telemarketers
  461,890 419,740 -09 -42,150
• Word Processors and Typists
  257,020 209,200 -19 -47,820
• Source U.S. Bureau of Labor Statistics

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What occupations are growing?

• Occupation
  2000 2002 Change Change
• TECH JOBS
• Computer Systems Analysts
  463,300 467,750 1 4,450
• Network Systems Analysts
  119,200 133,500 12 14,200
• Computer Hardware Engineer 63,700
  67,200 5 3,500
• Telecommunications Equipment
  192,500 195,700 2 3,200
• Installers
• OTHER JOBS
• Life, Physical, and Social Science
  1,038,700 1,078,600 4 39,960
• Business and Financial Operations
  4,619,300 4,772,100 3 152,850
• Health Care Practitioners
  6,041,200 6,185,000 2 143,800
• Health Care Support 3,039,400 3,173,400
  4 134,000
• Food Preparation
  9,955,100 10,067,100 1 112,000
• Source U.S. Bureau of Labor Statistics

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How does education affect income?
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Virginia Educational Attainment of the Work Force
Ages 18 to 64 - 2000
709,218 (16)
483,724 (11)
Less than High School
Graduate or Professional
817,240 (18)
Bachelors
High School or Equivalent
Associates
1,200,476 (25)
265,308 (6)
Some College
1,076,158 (24)
Source US Census Bureau
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Projected Population Change by Race and Age (2000
to 2020) Virginia
0 to 17
18 to 24
25 to 44
45 to 64
65 and Older
Source US Census Bureau
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What problems are we trying to solve?
Quality Teachers
College Readiness
Under Achievement
Achievement Gaps
Higher Expectations
Parental Engagement
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Number of 18-24 year olds in Virginia with no
high school diploma, 2000
11
to
131
131
to
342
Frederick
342
to
733
Clarke
Loudoun
733
to
2,061
Warren
Shenandoah
2,061
to
17,441
Fauquier
Rappahannock
Prince William
Page
Rockingham
Culpeper
Stafford
Madison
Highland
Greene
King George
Orange
Augusta
Spotsylvania
Bath
Albemarle
Westmoreland
Caroline
Louisa
Richmond
Essex
Rockbridge
Fluvanna
Hanover
King And Queen
Nelson
Goochland
Lancaster
King William
Alleghany
Henrico
Amherst
Middlesex
Powhatan
Buckingham
Botetourt
New Kent
Craig
Mathews
Cumberland
Roanoke
Amelia
Appomattox
Giles
Buchanan
Bedford
Prince Edward
Campbell
Montgomery
Bland
Tazewell
Nottoway
Dickenson
Charlotte
Pulaski
Franklin
Wise
Lunenburg
Russell
Wythe
Floyd
Halifax
Pittsylvania
Smyth
Brunswick
Carroll
Lee
Washington
Patrick
Scott
Grayson
Henry
Data Source US Census Bureau, 2000 Census
Virginia 139,507
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Student Achievement The Differences are Great!
NAEP 4th Grade Reading 2002 By Race Ethnicity
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Highly Qualified Teachers Why? NAEP 8th Grade
Math 2002 By Race Ethnicity
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8th Graders Scoring At Or Above Proficient on
NAEP (Measuring Up 2002)
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Percent of U.S. Degrees in 2002 Awarded to
Foreign Nationals
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What problems are we trying to solve?
Assessment
Engaging Lessons
Quality Teaching
Diverse Learners
Alternative Strategies
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Teachers Matter! Math gain scores Texas, grades
3-5
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Teachers Matter Math Gain Scores in Dallas
90
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Dallas Students
Assigned To 3
Highly Effective
Beginning
Teachers In A
3rd Grade
Row
Score
Average Math Score 3 yrs later in Percentiles
(Percentile)
Dallas Students
Assigned To 3
Ineffective
Teachers In A
Row
Source Heather Jordan, Robert Mendro, Dash
Weerasinghe, Teacher Effects On Longitudinal
Student Achievement 1997.
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Highly Qualified Teachers Why? Math and Reading
Gain Scores in Boston
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Highly Qualified Teachers Why? Impact of
Effective vs. IneffectiveTeachers on
Low-Performing Students
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Highly Qualified Teachers Why? NC Grade 5 NC
End-of-Grade Reading Test Charlotte-Mecklenburg
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Highly Qualified Teachers Why? Aldine, TX
Improving achievement and closing gaps
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Effective teachers can close these gaps!

• By our estimates from Texas schools, having
  an above average teacher for five years running
  can completely close the average gap between
  low-income students and others. -
  John Kain and Eric Hanushek

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What problems are we trying to solve?
Induction Mentoring
Working Conditions
Teacher Retention
Career Advancement
Professional Development
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What are the sources of teachers?

• New Graduates
• 6

Re-entrants 4
Teachers who remain from previous year 90
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How many graduates actually become teachers?

• 66 of education students never enter the
  classroom!
• 26 are never certified
• 40 of graduates never become teachers
• (Source NCTAF)

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How do working conditions affect retention?

• A recent study by Richard Ingersoll (2002) found
  that more teachers left school for
  dissatisfaction or to get a better job than for
  retirement or family reasons
• A number of other studies found that factors
  influencing teacher satisfaction include the
  following
• administrative support
• faculty influence on school decisions
• realistic teaching loads
• good relationships with peers
• opportunities for professional development
• Source Shann, 1998 Williams, 2003 Ingersoll,
  2002 Woods Weasmer, 2002 Moore Johnson
  Birkeland, 2003

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How do working conditions affect retention?

• Teachers in hard-to-staff schools are less
  satisfied with working conditions than teachers
  in other NC schools

-- Glennie, Coble, and Allen (2004)
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What problems are we trying to solve?
Content Knowledge
Teacher Preparation

Pedagogy
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Highly Qualified Teachers NCLB

• Have full state certification
• Hold a minimum of a bachelors degree
• Have demonstrated subject matter competency in
  each of the academic subjects in which the
  teacher teaches - if the subject is a core
  academic subject.

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Polar Opposites Agree!
Linda Darling-Hammond and Checker Finn agree on
two things

• That smart, caring teachers can help students
• overcome background problems like poverty and
• limited English proficiency.

• That the sun will likely rise tomorrow!

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Highly Qualified Teachers NCTAF

• Have thorough knowledge of their subjects
• Know how students learn
• Can assess and increase student learning
• Manage classrooms effectively
• Care about the academic, social, civic, and
  personal success of all students

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Highly Qualified Teachers NCTAF

• Use technology and other tools effectively to
  promote learning
• Collaborate with colleagues, parents and
  community members to create positive learning
  environments
• Are active and reflective learners

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Highly Qualified Teachers NCLBProgress on
Subject Matter Competence
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Teacher Preparation Reduces Attrition of
First-Year Teachers of teachers leaving after
one year
No Training
Training
Practice Teaching
Feedback on Teaching
Observation of Other Classes
Training in Child Psych Learning Theory
Training in Selection Use of Materials
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What are average retention rates for different
pathways into teaching?
Short-term alternative certification program
(B.A. and summer training)
Five-year program (B.A. in subject field and M.A.
education)
Four-year program (B.A. in subject field or
education)
Source No Dream Denied A Pledge to America's
Children. National Commission on Teaching and
America's Future, January, 2003.
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Is there significant growth in alternative
licensure?

• Approximately 200,000 alternative certifications
  granted since 1985
• A significant increase in alternative
  certifications began in the mid-1990s
• Since 1998, approximately 25,000 people per year
  were certified through alternative routes

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How do we get the teachers we want?

• Do we find them or prepare them and do we
  focus on
• individual talent or preparation ?
• content knowledge or pedagogy ?
• outcomes or inputs ?
• alternative or traditional programs ?

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How do we get the teachers we want?

• The choices are not real choices, but
• Higher education must build more developmentally
  appropriate and accessible entry routes into
  teaching
• States must develop better policies and programs
  that support the success of teachers regardless
  of entry route

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What must change in teacher preparation at
universities?

• The Old School Must Borrow From New
  School
• 1. Cottage Industry 1. Quality
  Accountability
• 2. Faculty State Driven 2. Learner Employer
  Driven
• 3. Theory Based 3. Practice Based
• 4. Focus on Cognitive Skills 4. Balancing
  Affective/Cognitive Skills
• 5. Emphasis on Socialization 5. Emphasis on
  Employability
• 6. Emphasis on Inputs 6. Emphasis on Outputs
• 7. Driven by Prestige Quality 7. Driven by
  Growth and Value
• 8. Geographic Centric 8. E-learning Centered

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How do we produce highly qualified teachers?
Employment Induction
Initial License
Continuing License
Retention Professional Development
Recruitment
Preparation
Higher Levels of Achievement for All Students
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By thinking and acting systemically!
LONG-RANGE GOAL
FEEDBACK
Employment Induction
RECRUIT-MENT
Initial License
RETENTION DEVELOPMENT
Higher Levels of Learning For All Students
Continuing License
PREPARATION
Teacher Cadet FT Clubs
Clinical, Field Intern Experiences
Aligned Standards Based Professional Growth
Activities
Liberal Arts Courses
Mentor Support
Quality Systems
College Students
Performance Based
Performance Based
NBPTS Preparation other Master Teacher
Preparation
Pedagogical Content Course
Advanced Academic Study
Mid-Career Para-professionals
PRE-SERVICE 4 Year, Graduate or Alternative Route
IN-SERVICE Initial Employment To Retirement
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The problems are connected. Are the solutions?
Teacher Preparation
Engaging Lessons
Content Knowledge
Assessment
Quality Teaching
Alternative Strategies
Diverse Learners
Pedagogy
Quality Teachers
College Readiness
Working Conditions
Induction Mentoring
Under Achievement
Teacher Retention
Achievement Gaps
Higher Expectations
Professional Development
Career Advancement
Parental Engagement
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• Charles R. Coble
• Vice President for Policy Studies and Programs
• Education Commission of the States
• 700 Broadway, Suite 1200
• Denver, CO 80203
• 303-299-3664
• ccoble_at_ecs.org