Taking Action to Improve Teacher Preparation

Recruiting, preparing, developing and supporting great teachers has a direct impact on the learning and success of America’s students. Research confirms that the most important in-school factor in a student’s success is a strong teacher, and excellent teachers are especially important for our neediest students. However, the vast majority of new teachers – almost two-thirds – report that their teacher preparation program left them unprepared for the realities of the classroom.

President Obama believes that we need to give schools the resources to keep good teachers on the job and reward the best ones, and give teachers the flexibility to teach with creativity and passion. Earlier today, the President directed the U.S. Department of Education to lay out a plan to strengthen America’s teacher preparation programs for public discussion by this summer, and to move forward on schedule to publish a final rule within the next year.

Teacher Prep StatsThe Administration’s plans will:

  • Build on state systems and efforts and the progress in the field to encourage all states to develop their own meaningful systems to identify high- and low-performing teacher preparation programs across all kinds of programs, not just those based in colleges and universities.
  • Ask states to move away from current input-focused reporting requirements, streamline the current data requirements, incorporate more meaningful outcomes, and improve the availability of relevant information on teacher preparation.
  • Rely on state-developed program ratings of preparation programs – in part – to determine program eligibility for TEACH grants, which are available to students who are planning to become teachers in a high-need field in a low-income school, to ensure that these limited federal dollars support high-quality teacher education and preparation.

These critical changes will help to increase recognition for high-performing teacher preparation programs, and create a much-needed feedback loop to provide information to prospective teachers, schools and districts, and the general public, and drive improvement across programs.

Read more about the Obama Administration’s proposal, get a pdf copy of our teacher prep infographic, and visit ed.gov/teaching to learn about additional ways the administration is ensuring that teachers and leaders have the support they need from preparation and through their careers.


  1. As a community college adjunct instructor and a public school high school mathematics teacher in rural Mississippi, I can easily find myself overwhelmed with the continuous political battle over whether or not Common Core is the “fix” needed for public education and our pursuit to be once again globally competitive. I often ask myself, “is this why I get up and go to work everyday?” Then, I also have to remind myself, “the kids need you and if you are not there to prepare them for college, who will?” Regardless of political party views and beliefs, we ALL know our U.S. educational system must to be “fixed.” Unfortunately, that requires what people fear the most and that is “change.” From my personal point of view, I fully believe the Common Core Standards for Mathematical Practices are definitely a step in the right direction of that much-needed “change.” With a B.S. and a Masters in Mathematics, I have not had any trouble implementing the new standards into my classroom and my students left my class this year with a much deeper understanding of content than they ever have before. I also feel they are much better prepared for college and career level problems they will soon face. As we are only in the beginning stages of implementation and most of us are just learning the ropes, I can also see the strain put on our teacher population. As these standards truly “raise the bar”, it is evident that we have traditional teachers that are no longer prepared to be THE mathematics teachers they THOUGHT they wanted to be. As a result, I strongly believe the “powers that be” can no longer afford to simply certify out of content teachers just to fill slots or take care of “their” people. My fear is that teacher shortages will be on the rise and recruiting students for teacher education programs in mathematics will fall. Salary increases may help a little, but what I do not know is whether or not there is a “fix” to this potential problem. However, I do know that the continuous negative political views from various sides of common core is not doing anything to help matters, either.

    Thanks again for your continued support of education.

  2. I think that it would be beneficial to prospective teachers and the Education Dept. if there was a teaching internship offered to college juniors and seniors, The present structure in California requires a fifth year to qualify for a credential. As many as 50% of beginning teachers quit before 5 years. Teaching is incredibly difficult and demanding. The present preparation program doesn’t prepare the new teacher for the realities in the classroom.

  3. When Arne Duncan stops awarding our public school funds as “grants” to Teach For America so they can go work for charters without credentials or the full training required so students with disabilities, English language learners, Foster or homeless youth can thrive, we will never have enough funding for our typical schools that take ALL children – ya know, the ones charters refuse…

    TFA kids have NO idea how to work with our disabled students and should not without a supervising special education teacher available to provide oversight. But we know that many, many charters don’t even have properly credentialed special education teachers (especially for moderate/severely disabled) on their rosters because they don’t want to enroll “those” kids.

    Education funding has become exclusive and discriminatory thanks to the involvement of big business corporate types who know NOTHING about real education and only spout anecdotal “reform” data from the think tanks they pay for. NCLB has destroyed education and made it more difficult for teachers to do their jobs and for students to truly learn what they need to be productive, contributing, voting citizens – but then maybe that was the point…

    • Sonja, you get it!

      “Turnaround” and “Reform” efforts – which have resulted in the loss of so many experienced, credentialed educators and their replacement with many inexperienced, TFA, and non-credentialed teachers – have failed in Denver (and especially Far Northeast Denver) where the “Call for Quality Schools” by our Denver Public School system has resulted in the promotion and proliferation (construction or co-location) of charter schools but no process for encouraging, submitting, or accepting applications or plans for improving or constructing traditional neighborhood schools.

      You are correct about anecdotal “reform” data, our superintendent spouts that data on a regular basis.

  4. Isn’t this happening in all professions?  This is a System Problem. No one is prepared. The Education Plan handed to the teachers do not require them to teach the children to write with a pen or pencil any more.  The Bureaucracy has taken away the reading program.  Why blame the teachers? The children are not prepared as they are progressed through the school program.  The system has no focus – I thought Education was to prepare the children for their future and yet the Educational system REFUSES to make the following a priority:   personal/household finance where our future leaders learn to write a check, manage money, manage credit/credit cards, balance their check book, complete job a application, create a resume, how to shop for the best deal in house/auto/life insurance, how to plan for their retirement; how to plan for their future financially.  You know not all students have business classes. This is my problem with the educational system; besides this will also keep them on the welfare roles – they don’t know how to get off the welfare roles. 
    The whole system is broken and the greedy money mongers have no incentive to fix it – they want to spend money to study the problem and do nothing.

    • Financial literacy, like sex education, is something that parents should be teaching their kids. Why do people assume it is the public school teacher’s responsibility to pick up the slack that parents leave behind? Oh, I guess it’s because that assumption hasn’t been checked over decades of education reform. Instead of setting clear expectations for what parents should teach their kids vs. the education that schools provide, schools have observed what’s been lacking in parental guidance and taking on the responsibility that should belong to parents, but too many parents have been ignoring.

      Instead of continuing this trend, schools need to draw a line in the sand with parents to let them know what “education” is not covered in the free public school curriculum. The discussion on sex and balancing a checkbook are basic matters that should be taught at home. What a sad commentary on the state of our homes when those basic life skills are left to schools to teach!

      • I believe that the average school curriculum needs mush improvement.

        School systems are not even teaching “basic” math skills these days, and > 50% of students are graduating from high school requiring remediation to attend institutions of higher learning. If students are not taught basic math skills, and families are barely meeting their basic needs for food and shelter, what does “financial literacy” mean to them?

    • I wholeheartedly agree with DL Sears. The whole system is corrupt and bent on damage control at the last moment! It’s clear and
      obvious that hedonism runs our sytstem of education and
      not the values of Christian faith which gave birth to this great and
      wonderful nation. Poor Families have to become engaged in the
      process of parental involvement. So, that one day they can act
      as a catalyst-agent.

      Paradoxically, any system that is talking about maximizing democratic gains for the mass citizenry and happens to
      be blind about seeing to the empowerment of parents
      from the lowest rung of the socio-economic ladder that
      persists in our urban inner cities. Where is the compassion
      for humanity?

      Public education is not a profit-making venture! We are supposed to be in the business of preparing young minds for the challenge
      of leadership in the future. We must not give up to apocalypse
      without demonstrating faith. Preparation about new teaching
      techniques at the expense of getting rid of proven methods of
      instruction that lack only on thing and that’s cultural competency
      is not a wise move. Substituting our instructional code with a
      flair towards innovation doesn’t really mean anything at all if
      cultural competency isn’t a part of the core.

      Fundamentally, the best step that we can take for right now is
      get on our collective knees and pray to Elohim-Jehovah, the
      Creator of the Cosmic Universe. Because he is a caring and
      loving God …. And he can see to opening the hearts of cold,
      atheistic & agnostic bureaucrats who would rather disempower
      all parents and lock them out of the policy decisions that need
      to be made in the future by a proposed Troika of parents, teachers, administrators, and trustees.

      Why isn’t there cain being raised about the lethargic pace Reauthorizing the NCLB (P.L. 107-110)? This should become
      a priority immediately after the 2014 Elections.

  5. We need to make teacher preparation more competitive. Maryland requires students to complete a 100 day teaching internship before becoming eligible for certification. I agree, but I don’t think the students should have to pay to do it.
    University based teacher education programs should provide a content base and theory in basic social science theory and methods related to education. Students should have the opportunity to plan lessons and practice in a classroom. They should be able to graduate from a four year institution with a bachelor’s in a content area and basic curriculum and instruction theory. Then they should take relevant standardized tests. The next step is to apply to and internship program that is district based. They should not pay an institution of higher education to be a long-term intern. Districts should hire interns for two years at low pay. During the internship student teachers learn to put theory to practice. The university partnership with a school district needs to shift. This is an expensive proposition, but students will be better prepared. The district may or may not choose to “hire” the student teacher after the internship period. I challenge the department of education to make funds available to districts to design pilot programs. Student teachers are “free” help to some districts and when they are put in the position of having to pay for the privilege of having student teachers, the “quality” of teacher will improve The selection process will be more competitive.

    • Shouldn’t a Secretary of Education also have to do all those things before being appointed, let alone before running an actual Federal department?

  6. I am an educator who has always been very passionate about teacher preparation and its effects on student learning. I have had the opportunity to restructure and rebuild several teacher preparation programs that graduated some remarkable teachers and administrators. They refer to themselves as “Judy’s Army” and they are really proud of themselves. I have never commented on any topic by way of social media, but when I saw this article on Taking Action to Improve Teacher Preparation, I got so excited , I had to respond. This is the best news ever for teacher preparation. Thanks to the Obama administration for understanding the importance of preparing effective teachers for our nation’s children. I would love to be involved in this project.

    • I agree with Judy Carter. Good teachers are an investment in the future of our country and it is time to address teacher preparation in a serious way. I recently retired from teaching high school science, and there is room for improvement. Additionally, changing curricula every two years does not help anyone, and too many decisions are now made on the basis of spending less money. People are crying for changes in the common core without giving it a chance to work. I would love to see a concerted effort (yes spend some money) to train teachers, especially elementary teachers so they could effectively implement common core standards. In my opinion many elementary teachers have a limited math and science background and may not understand the concepts underlying the new ways of approaching these subjects.

  7. Teaching is the hardest job I have ever had. The need for effective multi-tasking, staying updated with your skills, dealing with the myriad of challenges students bring to the classroom and institutional barriers (like seniority) make teaching a job that most people would never take, leave after becoming frustrated and/or discussed with the pay or leave the classroom to become an administrator. Coming to class day after day, year after year takes the kind of dedication that should be rewarded with economic incentives, up-to-date technology and appreciation for the handling the challenges of each and every day. Last but not least I believe that students not only deserve teachers that look like them, they deserve teachers that have actually worked in the business world. Growing up on books and lectures does not prepare anyone to teach someone how to succeed in the world of business. We need more career switchers that KNOW what it means to apply the skills learn at school to your career. Those are powerful stories that kids need to hear and skills that they need to see teachers demonstrating. I am glad teacher preparation is a focus…we need radical change in our school systems if we are go turn education around and maintain/become /support the hotbed of innovation, creativity, and risk-taking our country was built on!

  8. It is a breath of fresh air to hear, “Recruiting, preparing, developing and supporting great teachers has a direct impact on the learning and success of America’s students”. There has been so much bashing on the performance of teachers and so little invested on the training of teachers and the continuous support of the veteran teachers. There are so many great teachers out there and they are not getting the support needed. It is important to recruit teachers that will stay motivated for the long run, but there are many that have endured the long haul and want to be retrained and want to be part of the new reform. ALL TEACHERS WANT SUPPORT.

  9. I am so passionate about teacher training. I have been teaching 13 years, and I have seen teachers come and go because they are not supported. I have individually trained tons of teachers, helping them to stay in the profession. I turned this passion into a business, Star Teacher Prep, an educational consulting business that is solely geared at training novice teachers (or teachers who wish to keep up the ever changing expectations of education). The business bridges the gap between college prep programs and EXTREMELY real classroom settings. I would love to help with this initiative.

  10. I would like to express my dissatisfaction for the education department at this time when our students need teachers who have a deep insight, and love for our children. They need more than just ABC and 123. Our children need HELP, and we need the education department to stop sending our children to jail, stop letting them get arrest warrant from school. As a parent, I send my child to school to learn, if he run into a problem I expect him to have teachers and administrators who can help him without the help from the police. When I was in school, my mother was very sick, and I would not have made it if there where not teachers who would act as a surrogate mom for me, they were more than just teachers earning a pay checks.

  11. I used to teach as an adjunct at a four year university in the department of teaching and learning. Our classroom management class was actually an on-line class. The full time faculty who taught methods classes had never been in an actual classroom as a teacher. I was the only person teaching science methods who had a science degree and experience in the classroom and I was adjunct. When awarding grants to a university for improving their teacher training, someone needs to take a hard look at how the students are being trained. The full time faculty at this university were good at securing grants and presenting at conferences but they lacked any real life experience in the classroom. When given a choice, their hiring of new faculty members was based upon who was trained in their D.Ed. program, who brought in money and who was well known by name. None of these characteristics helps train teacher candidates for the real world. There is certainly a need for academia but there is also a need for the practical. Students often mentioned that there was no passion or joy in their college education classes. I finally left that institution.
    Teachers in the classrooms need peer observations and help implementing new material from mentors within a district. These mentors should circulate through the schools, do on site observations, work with the teachers on the spot and present interesting and applicable workshops. Teaching necessitates on-going professional development.

    • I am very sorry for your experience. At our college, all of the full-time and adjunct faculty must have a minimum of 5 years in the classroom and most have far more than that.

    • I think that is a good observation – many universities have faculty in their curriculum and teaching departments responsible for methods courses who have not taught in a classroom, or even developed curricula or worked in any capacity in public schools. Tenure track positions are given to researchers and publishers. If there are “Professors of Practice” – people who have been teachers – then they generally are not tenure track and have a lower pay scale. I have always thought it ironic that schools of education devalue teachers as much as everyone else! I know of one college that requires K-12 certification for its professors of education, but it is a contract college – no tenure – and once again a lower pay scale. Who is teaching teachers is certainly something that should be examined – as well as the requirements which are so different state to state with some requiring a masters and some only undergraduate training.

  12. I read with great interest the preparing of teachers for the classroom. As a community college administrator of an adult basic education program, I, too, am interested in preparing teachers. Is there a movement to develop certification and/or recognition for teachers of adult students? Many teachers who know the K-12 content (which we teach to adults who do not have their high school diploma or whose skills are below post-secondary level) believe they can be an adjunct faculty member in our program and make the adjustment. Teaching adults requires a quality and pedagogy that is not what is needed in a k-12 classroom. Someone needs to recognize this and certify it.

  13. Of course none of this addresses two central questions:

    1) given today’s poisonous political and educational atmosphere, why would a bright young motivated person want to enter the teaching profession?
    2) once the young teacher has entered the profession and realizes how the cards are so stacked against the success of his students and himself, why should he remain?

    Obama has done nothing to push back against those who blame teachers for society’s ills, many of which are institutionalize by the very politicians who decry the ‘failure’ of public education.

    • I could not agree more with your post. This is one more attack on the teaching profession. Attack, attack, attack and then stand back and ask why more people don’t want to go into teaching and stay in teaching. FYI- It has never been more difficult to become a teacher in MN (unless you are TFA). Students must demonstrate over 160 competencies, take rigorous exams, and complete a performance assessment that involves a video and assessments of student learning. These are good things. Our country does not provide high quality child care and preschool to all families and we have huge income equality issues. Until these other issues are addressed, we will be sadly lacking in our ability to help all K-12 students succeed no matter how great the classroom teacher.

  14. There needs to be a re-establishment of Ed. Agency offices at regional levels of each state to play watch dog at a minimum of special education programs to ensure that those students who have no other way are getting the best that can be offered. They will become a greater problem, if more isn’t done. I am tired of have to call the Department of Education with issues that the State is powerless to fix.

  15. The University of Memphis has transformed its curriculum, raised admission and exit standards including a gpa of 3.0 and passing the edTPA even though it is not mandated by the State. We have a yearlong Residency where our candidates start when our school partners start and not when the University starts. Our candidates are placed with 4 or 5 teachers as judged by the State Teacher Evaluation. Our program is called Ready2Teach and our candidates, if they make it through, are ready day 1. I have principals that will tell you that. I would love for the dept to come see for itself.
    I am Director of Teacher Education at the University of Memphis.

  16. I’m not sure where Mr. Brenchley gets his data, but the most recent data from Missouri tells a very different story of the effectiveness of university-based teacher preparation. Every year the state sends out a survey to all new teachers in the state’s public schools that completed programs from a Missouri institution. The 2013 survey involved almost 1800 new teachers. In response to the question, “Now that you have nearly completed your first year of teaching, what overall rating would you give the quality of the professional education preparation program you completed?”, 85% responded “Good” or “Very Good.” Looking across the 6 years the state has surveyed teachers, 84% of the 14,500 first year teachers responded “Good” or “Very Good,” as did 79% of their principals. Regarding the thoughts of principals of new teachers in Missouri, 60% over the 6 year period say new teachers are “well prepared” or “very well prepared” to design lessons that address differentiated learning, 72% say new teachers are “well prepared” or “very well prepared” to interact effectively with colleagues and parents, and 62% say new teachers are “well prepared” or “very well prepared” to use effective classroom management practices. See http://apps.oseda.missouri.edu/fytsreporter/ for the full data set.

    Those of us with long commitments to prepare the best teachers for our nation’s schools get tired of the continuous bashing of university-based teacher preparation. Teacher education in America’s universities is of higher quality, greater rigor, and more tied to classroom practice than ever before. We are preparing the highest quality teachers in history. While we strive to continue to improve, we believe up-to-date data and reasoned long-term improvement is what will help us best serve the public schools to which we are dedicated.

    • Our anonymous survey data in Minnesota of education alumni who have been teaching 1-3 years echo these positive results. We also survey their principals and overwhelming these school leaders state that our new teachers are indeed prepared.

  17. New teachers wouldn’t feel so unprepared if classes were smaller, they were allowed to use developmentally appropriate curriculum, and didn’t have to deal with the social problems caused by poverty. My sister is a new teacher, and those are the issues that are causing her to feel overwhelmed. The DOE is again holding educators accountable for problems caused by failed government policies. None of the DOE fixes address these issues. Instead, they are focusing their efforts on evaluating teachers, rewarding those who have high scores, punishing those who don’t, and privatizing our public school systems.. Why are they continuing the failed reform policies of the past administration?

  18. Does anyone know the source for the statistics quoted in the graphic above?
    Is this information attributable to the Department of Education’s own research division or are they quoting outside sources?

      • The top two infographics, according to the url provided by the DOE spokesperson, come from a study published in 2006 (likely based on data from 2004-5). Does anyone wonder that this data might have changed in the last 8 years? Does anyone wonder that perhaps teacher preparation programs have changed to improve candidate results in the areas indicated in the intervening years? Does anyone wonder how the DOE can use outdated data to bash all teacher preparation programs while simultaneously demanding the use of data to rank them? Does anyone wonder which data will be used and how the validity and recency of the data will be verified?

        On the graphic that complains that 96% of candidates pass their teacher licensure exams, does anyone wonder why anyone would complain that teacher candidates who are well prepared are passing the tests? Would anyone cast doubt on the quality of doctors or lawyers because 96% of them passed their exams after the intensive preparation they completed? Would everyone be more satisfied if teacher candidates spent four intensive years in teacher preparation programs and 50% failed the test? Isn’t the national objective to leave no child left behind and achieve a 100% pass rate? Just wondering.

  19. Interesting statistics. In service to the DOE’s justifiable emphasis on evidence-based practice, will you please post bibliographic information on the research studies that generated these statistics? Thanks.

  20. Is this a poor joke? I attend peabody college at Vanderbilt… You know the number one or two ranked education school in the nation… And as long as I have been here I have never seen a Dept. Of Ed official or state official on campus to discuss what we research every day… Brilliant minds going wasted.. Laughable and deplorable at the same time…

  21. I am very pleased to see the area of teacher preparation being addressed. What makes sense to me is to look for effective teaching methodologies, not necessarily new curriculums.. This would apply to effective methods of teaching the teacher candidates and would also then be utilized as a method of teaching by the new teachers that enter the profession. I would like to take part in this process. How can I be involved?

  22. I would like to work with the Improving Teacher Education Project at the state or federal level. I have been a building level administrator for over forty years, and recognize the need for improvement in the preparation of our teaching faculties. If I can be used in any way to implement change, please feel free to contact me by email, or on 240-893-0082, or 301-681-3336. I will be happy to forward a resume upon request.

  23. As long as the salaries are so low there is a slim chance to attract very good students. We expect very good students to be prepared by former mediocre students.

    • Not all teachers are former mediocre students. I was a merit scholar and graduated with honors from a well-respected state university.

  24. This is kind of unsupported “research” that I expect the US Department of Education to challenge. Yet, you actually promote it. Absolutely outrageous claims with no context. I wonder how many “new” lawyers, doctors, business managers, welders, truck drivers, and shopkeepers would feel “prepared” for their job on the first day? I challenge you to define “unprepared.” And I think your use of cute cartoons is INSULTING to the teaching profession and keeps the profession as a “non-profession” in most US citizen’s views. I urge you to have a serious dialog with teacher educators – and to stop using NCTQ as your data source. I welcome the opportunity to debate you on your data. Please contact me.

    Dr.Thomas Brush
    Barbara B. Jacobs Chair in Education and Technology
    Indiana University, Bloomington

  25. To the creator of this infographic: Sometimes the pressure to keep infographic statements short ruins how the message is relayed, despite its intention.

    For instance, I understand that there’s a lack of African-American and/or hispanic teachers in our schools; however, saying that the current teacher population does not “reflect” the increased levels of diversity in students is frankly insulting. Good teachers are trained to differentiate their instruction to meet the needs of their diverse learners…their ethnicity has nothing to do with it. Our knowledge of these learners & how to teach them is growing; therefore, our current teacher population DOES reflect the growth in student diversity…

    How about, “The [ethnic] diversity of our teaching force does not coincide with the increase of diversity among our student population.”

    To teachers, “diversity” is not synonymous with “skin color”. Children are diverse due to socioeconomic standings, emotional & behavioral needs, learning patterns & more.

    Also–our lack of preparation is not due to our tests being “too easy”. The feeling stems from lack of actual day-to-day teaching experience. No one can be 100% ready to become a teacher. Becoming a teacher means becoming a pseudo-parent, counselor, coach, nurse and disciplinarian and at the ripe ol’ age of 22 few are prepared to wear all hats.

    USDOE: Prepare teachers by having them in classrooms ASAP in college. Student teaching needs to be a year long experience (ie: PDS program).

    HomeRoom Blog/Blogger: Please consult editors (or even former teachers) 😉 before posting infographics or materials that make vast generalizations about the teaching profession.

    • I agree with you wholeheartedly. No one has mentioned the fact that about 50% of those who begin teacher education programs are never admitted because they do not have the academic credentials to do so (GPA and passing an academic test). The reason the pass rate on the licensing exam is so high is two-fold. 1) Those who are not ready for the rigor of the program don’t make it into the program. 2) Programs ensure that teacher candidates are prepared for both the test and for the classroom.

  26. As a new teacher working in a under-performing, low-income school experiencing these difficulties, what realistic way is there for pre-service teachers to gain the necessary training (classroom management, parent contact, etc.) when they are not given that ability while doing their student teaching? Not to fault mentor or guiding teachers, but with salary and job security tied to state test scores improving, it is a cyclical problem. The pre-service teacher isn’t given the opportunity to “fully prepare” because of the stress placed on the mentor teacher’s performance with regard to test scores. By placing pre-service teachers with higher performing teachers, schools, and students, often the need for stronger classroom management and parent contact skills are less necessary especially in the way that pre-service teachers need. As a first year teacher , the higher performing schools that I was “trained” in were not looking to hire a new teacher, but one with experience instead.
    The cyclical problem of new teachers is not one that can be taught in a classroom or seminar, but one that comes with experience. Contrary to many jobs, from the first day, teachers are given and expected to handle the many facets of the job in the same way a 30 year veteran.
    While this goal to improve teacher preparation is necessary, it can be viewed as an idealistic, political approach to a problem that is rooted much more into the cultural and socioeconomic differences of those forming and carrying out education policy and those students and parents who exist in these under-performing, low-income schools and districts where higher education is not a priority.

  27. Utilize retirees more-especially monority ones.Let colleges of education recruit and pay the retirees -instead of trying to force them into retirement-they have so much stored information.

  28. Politics is one real problem in the field of education. There is too much patronage and most positions are filled by relatives or other personal connections and too often not really based on abilities

  29. There is a WEALTH of experience in the teachers and school administrators, that are have just retired in the last 5 years, or are now retiring and entering the pension system, who are still very “young” and progressive teachers. It would be a great benefit to the new teachers to perhaps have these retirees as mentors and or “observers” who would be able to work with those new teachers for their first 2 years on many of these situations, or at least to brainstorm with them on various ways to help them with discipline, parent communication, etc. Many teachers who are leaving teaching at this time have been subjected to the changing diversity of students in their classrooms, and probably have some excellent suggestions on how to tackle some of these concerns…Perhaps even some of their pension options might include working as consultants, without pay, but getting their additional hour requirements that are needed to collect their pensions, with this program.

  30. If a country like the USA, with a high standard education system, keep working on how to make its educational sector better, then I wonder what my country Nigeria is doing?

    May God help Nigeria.

    Can you please recommend this document for Nigeria, through our presidency but not through the Ministry of Education.

  31. I agree and support any work that will better support new teachers. I was a new teacher that was not prepared and struggled during the beginning years of my teaching career. My struggle was more about what happened after I left the University and was hired for my first position.

    I wonder what the administration and USDOE will provide as far as support for the first 5 yrs of teaching. This is when they need structured ongoing support not only related to classroom management but to revisit and continue studying effective practices around assessment, how students learn, etc… Will a grant program be established that can help us create effective models especially for high turnover areas like math and science?

  32. I would like to get involved in any way possible. I live in Delaware. I have at least 3 friends that I know are teachers. Some have been to college with teaching on their minds at some point. I can ask on social media right after I submit, and have some statistical information by tomorrow morning.
    If you want to hang out and discuss what I may have in mind,
    any time the light is green i’m trying to be seen! +Michael

  33. Before moving forward with more federal mandates, would it not be more logical and intelligent for the government to look into the teacher education programs of the other 38% of teachers who were well prepared?

  34. I got a B.A. In Elementary Education in 1983 from a state college. I learned a little. There were no teaching jobs when I graduated thanks to “Prop 2 1/2” in Massachusetts. Jobs were cut instead. I was discouraged and extremely disappointed to not find a job right away. So I spent my first three years after graduation as an assistant and worked under two wonderful teachers/mentors. I learned a lot! About assessment, working with families, teaching children with various needs. It was a blessing in disguise and Iooking back I wouldn’t change a thing. There is no substitute for on-the-job training with real children and families. So we either need to give graduates paid mentee/assistant jobs their first year. Or ensure they have a top quality student teaching experience in at least two different classrooms. Two semesters of student teaching and no less. I have been training student teachers in my classroom for 25 years and I try to teach them as much as I can so they will be well-prepared. I go “off-script,” so to speak so they are prepared for the complex and challenging reality of teaching. Classroom management is key, and as far as I can tell, not addressed in teacher prep classes.

  35. It seems to me that these proposals do not really address the problems or at least the problems that are effecting the level of education that our K-12 students are now receiving.
    First of all, the 40% of students figure is not relevant because it seems that the intent of these proposals is to establish National teacher preparation programs. Proposing to do this within one year is just not practical. Yet, it does not appear that an actual study was conducted to determine if the principal’s comments have validity. Certainly what holds true in Billings, Montana may not hold true for South Central Los Angeles or El Paso, Texas?
    Just as important, it seems to me that the level or type of training that prospective teachers receive should be addressed by local school boards and State Departments of Education and not the Federal government.
    In addition, developing program ratings of preparation programs –in part- to determine program eligibility for TEACH grants for students who are planning to become teachers in a low income school is not as important as making sure that ALL TEACHERS are better prepared to teach any subject in any school.

  36. I hope that the Administration will take an expansive view of teacher preparation to encompass not just preservice training, but also growth and support that happens while on the job. As the National Commission on Teaching and America’s Future penned in its No Dream Denied report in 2003, teachers are not “finished products” once they exit a teacher preparation program. Beginning teachers benefit from comprehensive induction experiences during their first two years on the job, veteran teachers can learn and grow through continuous professional learning opportunities, and all teachers can benefit from supportive teaching conditions that allow them to excel and maximize their impact on student learning. My employer, New Teacher Center, has worked with the Administration in the past and we would be pleased to inform this effort in so far as it envisions teacher preparation as an expansive pursuit that continues even after the first day that a teacher enters a classroom.

  37. What incredible timing! I am currently working on a small scale study on the needs of teacher preparation programs from the perspective of current teachers. This is excellent news!

  38. Until the entire paradigm shifts from university-lead preparation programs it will not change. Any serious reform must focus on preparation as a live process that is supervised by Master teachers (NBCT, etc.) and not Ph.D. types. This shift implies moving away from the ivory tower classrooms and into a laboratory where teacher candidates are learning as they practice. They are developed under the tutelage of current teachers, or teacher-leaders. Their content classes could be taught by Univ. Professors, but their methodology courses must be in the context of a laboratory. I’m not sure that Colleges of Education need to exist as they do today. Lastly, reduce the number of candidates by increasing the prerequisites and entrance requirements. Where candidates are under the guidance of a faculty member or Master teacher, does it make sense to have a 50-1 ratio? How can the candidate receive quality and effective feedback in that situation?

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