INDICATORS OF SUCCESS IN TEACHER EDUCATION Tom Russell, Queen’s University Suzin McPherson, Limestone District School Board, Kingston

FOUR MAJOR THEMES QUALITY OF TEACHER EDUCATION PROGRAMS EXTERNAL AND INTERNAL INFLUENCES ON TEACHER EDUCATION HOW QUALIFICATIONS AFFECT STUDENT ACHIEVEMENT IMPACT OF OUT-OF-FIELD TEACHING

QUALITY OF TEACHER EDUCATION PROGRAMS Reform movements have not reduced the criticisms of pre-service teacher education programs. The transition from preparation to first year of teaching is often so traumatic that the quality of preparation is assumed to be low.

QUALITY OF TEACHER EDUCATION PROGRAMS “Exposure does not constitute experience.” (McPherson, 2000) The importance of experience and the limited value of pre-service courses perpetuate the gap between theory and practice, between schools and university.

REFORM MOVEMENTS HAVE NOT MADE A DIFFERENCE “The simple model of learning . . . is that knowledge goes in during teacher education and professional development and comes out to be used in classrooms.” (N.A.E., 1999) Tinkering without examining program foundations does not change program quality.

FEATURES OF SUCCESSFUL PROGRAMS Make explicit what teachers think and do. Take candidates’ experiences and concerns as central. Create collaborative environments between schools and faculty.

EXTERNAL AND INTERNAL INFLUENCES Structural divisions between theory and practice. Lack of consensus within programs on fundamental premises. Demands for external assessments and accountability generate more tension than quality.

FEATURES OF SUCCESSFUL RESTRUCTURE PROGRAMS Unified perspective and purpose Research-supported conceptions of teaching and learning Address the realities of uncertainty, unpredictability, and instability associated with change

INDUCTION PROGRAMS FOR CAREER-LONG DEVELOPMENT Regardless of quality of preservice programs, the new teacher is still a beginner. Successful induction programs assign teaching responsibilities collaboratively. Teachers who are mentored report smoother entrance into profession.

EVIDENCE FROM SUCCESSFUL INDUCTION PROGRAMS Lower rates of attrition from profession. Foster development of proactive practitioners. Help teachers develop high expectations for student achievement and personal professional growth.

HOW QUALIFICATIONS AFFECT STUDENT ACHIEVEMENT Student achievement levels are positively affected by teachers who are satisfied, motivated, experienced, and knowledgeable.

HOW QUALIFICATIONS AFFECT STUDENT ACHIEVEMENT In the USA, states leading in student achievement and making greatest achievement gains have the most highly qualified teachers and make consistent investments in teachers’ professional development.

FACTORS THAT INCREASE STUDENT ACHIEVEMENT Smaller school size Small class size Higher teacher ability Fewer unqualified teachers

SUCCESS IS OBVIOUS YET ELUSIVE Successful pre-service and induction programs have features similar to successful programs of professional development. Teachers have direct access to experts, influence over substance and process, and opportunities to experiment and reflect.

IMPACT OF OUT-OF-FIELD TEACHING Out-of-field teaching significantly downgrades the quality of instruction. Out-of-field placements may be the cause of significant teacher departure. Teachers should not be viewed as mere “facilitators” able to teach any subject.

CONCLUSIONS Reform of pre-service teacher education is widely sought and rarely achieved. Researchers call for reforms and policies they have not achieved in their own institutions. External accountability threatens internal standards of quality.

CONCLUSIONS COLLABORATION and COOPERATION between schools and universities are essential to successful change. COHERENCE across and within program elements is an essential indicator of quality.