Click to Enlarge

As part of this expanded accountability system, the colleges and universities that prepare teachers and administrators must be responsible for aligning their preparation programs with the real world demands of schools, classrooms and the expectations of the state and local communities.

They must demand academic rigor of those who wish to become teachers. The National Commission on Teaching and America’s Future has as one of its basic premises that what teachers know about their subject area(s) and their ability to deliver that knowledge in ways that engage students in meaningful learning is the key to improved student achievement.

Institutions that prepare teachers must forge a strong connection to the faculties of Arts and Sciences for the design and delivery of subject matter preparation for prospective teachers. In addition, it is imperative that there be a close connection to the school districts in the field, and professors who prepare teachers must spend significant time on site, in the schools, so they understand the environment in which present-day educators work.

These colleges and universities must be certain to include the state’s academic content standards in their preparation programs so that aspiring teachers and administrators are fully cognizant of the state’s expectations for students and for those who teach them.

Bottom line: teacher preparation programs must equip graduates, and those returning for additional credit or advanced degrees, with the knowledge and skills to teach in a standards-driven environment.

They must also prepare administrators so that they have a depth of knowledge about teaching and learning and are prepared to lead schools and districts to become high performing organizations. There is a serious need for analysis of programs that prepare school administrators. Research underscores the critical roles that principals and superintendents play in overall school improvement. Administrators must be provided not only with the leadership and management knowledge and skills needed, but also with a deep understanding of what constitutes quality academic work for students, the knowledge to know good teaching when they see it, and the ability to offer constructive feedback when they don’t.

Higher education institutions that house the programs that prepare teachers and administrators must place adequate financial and support resources behind these programs. Preparation programs must be carefully evaluated for effectiveness and modifications made when problems are identified. 

These are the criteria that should guide the evaluation of our institutions that prepare teachers and administrators.

- next -

- Model Home -