1 On the Horizon in Teacher Education Policy OSEP Project Directors Conference July 18, 2007 Jane E. West Ph.D. Vice President for Government and External Relations American Association of Colleges for Teacher Education

2 Key Policy Questions 1.How do we measure and reward teacher effectiveness? 2.How do we ensure a highly qualified teacher for every student? 3.What is the right balance of content knowledge and teaching skill?

3 How Do We Measure and Reward Teacher Effectiveness? Value added methodology Limitations:  data systems  testing in only some grades and some subjects  too much weight for standardized testing to bear AACTE recommends an investment in performance assessment

4 How Do We Ensure a Highly Qualified Teacher for Every Student? Increase skills of current teachers Increase volume Strengthen preparation Hold teacher preparation programs accountable Invest in alternate preparation routes Address retention rate- mentoring, induction, service obligation Definition of highly qualified teacher Eliminate maldistribution of teachers Address critical shortage areas

5 What is the Right Balance of Content Knowledge and Pedagogy? HQT focus on content knowledge Desire to address pedagogy, but no consensus UTEACH Model for STEM teachers Required clinical preparation for HQT

6 Myths About Teacher Education Teacher candidates are weak in content knowledge Schools of education are divorced from the realities of K-12 classrooms Schools of education resist accountability We are not your grandmother’s school of education! Share your good work to prepare tomorrow’s highly qualified and effective teachers.