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Teacher Education

Baker College Teacher Preparation Program Earns National Accreditation

The Burton View (MI)
February 26, 2015

The Baker College teacher preparation program has earned national initial accreditation for five years by the Council for the Accreditation of Educator Preparation (CAEP). This endorsement is based on principles set by the Teacher Education Accreditation Council (TEAC) that support the preparation of competent, caring and qualified professional educators.

Stop Blaming Teachers And Relying On Tests

Hartford, Conn., Courant - Op/Ed
February 24, 2015

Kevin Basmadjian writes: As a nation and a state, we have clearly failed to address the inequalities that disproportionally impact many urban school districts where kids are poor and segregated. Sadly, for the first time in 50 years, a majority of U.S. public school students now come from low-income families. But instead of addressing this crisis, we have demonized teachers for failing to solve problems our government cannot, or will not, solve.

NAICU Submits Comments on Teacher Preparation Regulations

NAICU Washington Update
February 11, 2015

On January 30, NAICU submitted comments to the Department of Education on the proposed regulations for teacher preparation programs. NAICU’s comments reflect its concerns about federal over-reach into state and institutional responsibilities to prepare, certify, and license teachers for our nation’s K-12 schools.

Fewer Top Graduates Want to Join Teach for America

New York Times
February 5, 2015

Teach for America, the education powerhouse that has sent thousands of handpicked college graduates to teach in some of the nation’s most troubled schools, is suddenly having recruitment problems. For the second year in a row, applicants for the elite program have dropped, breaking a 15-year growth trend. Applications are down by about 10 percent from a year earlier on college campuses around the country as of the end of last month.

Kentucky Teacher Preparation Feedback reports released

Middlesboro, Ky., Daily News
January 27, 2015

New data from the Kentucky Center for Education and Workforce Statistics (KCEWS) on teacher preparation and retention for 28 Kentucky public and independent colleges and universities has been released. The data provide an initial snapshot at an aggregate level regarding the time to employment upon completion of a teacher preparation program and the retention rates of those programs.

Debunking one myth about U.S. teachers

Hechinger Report
January 26, 2015

Several new research papers suggest that U.S. teacher quality never declined as badly as an earlier report said, and by 2010 had already turned around markedly for the better. 

Teachers, colleges of education on firing line for student test scores. Wrong target. Wrong aim.

Atlanta, Ga., Journal-Constitution - Opinion Piece
January 21, 2015

Dr. Stephanie Jones writes: In the regime’s last-ditch effort to force us (parents, K-12 educators, teacher educators, students, and citizens) to quietly comply with standardized testing that has turned into U.S. 21st century child labor, as well as ruining childhood and real learning, they are pinning Colleges of Education against the wall: Make your graduates’ future students’ test scores improve, or else.

Time, Money and Teacher Prep

Inside Higher Ed
January 5, 2015

Several dozen higher education groups said Friday that the U.S. Department of Education was lowballing an estimate of how much its proposal to tighten regulation of teacher preparation programs would cost colleges and states.

5 Things Colleges Can Expect From Congress in 2015

Chronicle of Higher Education
January 5, 2015

When the 114th Congress convenes, on Tuesday, Republicans will control the Senate for the first time in eight years. In the House of Representatives, they’ll have their largest majority since 1928. What does that mean for higher education? In the spirit of the New Year, here are five predictions for 2015.

How Big Money Can, and Can’t, Shake Up Teaching

Chronicle of Higher Education
December 11, 2014

On its own, money is unlikely to spark a new idea. And giving professors money to do something they don’t already want to will fall flat, says Mr. Bernstein, of Kansas. If money can help "provide resources to enact something you’d like to do but can’t imagine fitting into your life," he says, "then it’s highly motivating."

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