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Stephen Mucher writes: Can teaching be taught? Or are some teachers just born with “the gift” -- an inherent ability to connect with young people and inspire learning? Should we devote resources to training teachers? Or should we simply encourage public policies that identify undergraduates who already posses the knack for teaching?
An education think tank says its comprehensive survey of college teacher preparation programs shows they rarely provide new teachers with solid skills for the classroom. The National Council on Teacher Quality, a Washington group that advocates tougher teacher evaluations, said its second annual evaluation of teacher preparation programs, released on Tuesday, found that only 7 percent performed well enough to achieve "top status."
For the third year in a row, education deans from historically Black colleges and universities across the nation gathered at Rutgers University to strategize on how best to strengthen teacher education programs at their respective institutions.
When Endicott College shutters its Center for Teaching Excellence this summer, it will be the latest in a string of such post-recession closures that have rattled the close-knit online community of teaching and learning center directors and employees. But even as each closure reminds instructional specialists that their profession is one in flux -- and that not all centers will survive an era of smaller budgets and the perception among some that technology can stand in for good teaching -- leaders in the field say that it is growing over all, and that many centers are thriving.
The U. S. Department of Education announced in the Federal Register that $35 million will be available for Teacher Quality Partnership Grants focused on STEM educator preparation. An estimated 20 grants will be awarded between $1 and $2 million each. There is a 100% match expected from the partnership.
Data that can be harmful, however, are data that don’t reflect the actual work of teachers and/or programs and that are used punitively rather than for improvement. An example of this kind of accountability practice that is not only unhelpful but also harmful is the Obama administration’s proposal to withhold TEACH grants from students in particular universities on the basis of test scores of students who are taught by their graduates.
The Obama administration is planning to move ahead this summer with a proposal that would tie federal grants for teacher preparation programs, in part, to how well their graduates perform as teachers. Education Secretary Arne Duncan said Thursday that his agency would, in the coming months, propose new rules governing teacher preparation programs at colleges and universities.
Tough new teacher preparation standards from the Council for the Accreditation of Educator Preparation (CAEP) demand a strategic approach from campuses. Congress holds hearings on teacher preparation programs while new federal regulations remain stalled.
Congress should focus its reporting requirements for teacher-preparation programs on whether colleges are preparing candidates for the classroom, a panel of educators told lawmakers on Tuesday.
A successful teacher can offer spontaneity, immediacy, and instant, interactive feedback. He/she knows that a question is not just a request for information. A question can signal to the teacher that something is wrong with the presentation. Often, it can enable a teacher to involve all the others in the class, becoming part of a different, sometimes unanticipated learning experience.