Download Teacher Education Policy in the United States: Issues and by Penelope M. Earley, David G. Imig, Nicholas M. Michelli PDF

By Penelope M. Earley, David G. Imig, Nicholas M. Michelli

What constitutes a top quality instructor schooling software and what criteria instructor applicants may still meet prior to receiving their educating credential? This quantity advances deep figuring out of the character and assets of coverage affecting the training of lecturers within the U.S. and the conflicts or interconnections of those guidelines with the wider box of schooling coverage. Contributions from actors within the coverage international and specialists representing the stakeholders are balanced and in accordance with concerns at the moment dealing with the sector. coverage is seen as evolving and political. the relationship or lack thereof among coverage and examine is tested. coverage case experiences floor the foundations built inside particular chapters in perform and illustrate that coverage questions and strategies are always evolving and unsettled. Chapter-end commentaries via the editors relate the point of interest of every bankruptcy to the overarching issues of the booklet: coverage formation, coverage impacts, coverage paradoxes, and connections to investigate. This quantity is an important source for figuring out and resolving today’s uncertainty and confusion over instructor schooling coverage.

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Extra resources for Teacher Education Policy in the United States: Issues and Tensions in an Era of Evolving Expectations

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EDITORS’ COMMENTARY The two essays in this chapter are written by individuals who offer different perspectives on teacher education policy. Frederick Hess, Director of Education Policy Studies at The American Enterprise Institute is a prolific writer on issues of education reform. Neal McCluskey is an associate director of The Cato Institute's Center for Educational Freedom with prior experience as a teacher and freelance reporter convering municipal government. S. Constitution to argue against a federal role in education.

Florida’s Senate Bill 6, and some of what has been promoted under the banner of value-added, is a case in point. These challenges aren’t necessarily susceptible to technical fixes and will require a little time, adjustments, and workaday compromises to take shape. Second, systems built around individual value-added calculations can stifle the kind of smart personnel use that reformers are trying to encourage. Principals who have their best 3rd Grade reading teacher step in for grade-level colleagues, rotate faculty by strength, or augment classroom teachers with niche providers or online instruction are going to clash with a system predicated on evaluating how teachers are doing in their classroom with their students.

There are many questions raised by the use of value-added approaches to assess the effectiveness of teacher education programs, especially related to reporting procedures. Challenges to Value-Added Models In her critique of value-added models that assess teachers, Audrey AmreinBeardsley cited three basic limitations (Amrein-Beardsley, 2009, pp. 38–42): 1. 2. 3. Reliance on Standardized Tests Lack of Evidence of Validity Lack of Transparency These same criticisms can be levied against the Louisiana value-added model that assesses effects of teacher preparation programs.

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