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

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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

9. 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.

10. 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.

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

12. 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.

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

14. 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.

15. 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.

16. 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.

17. 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.