There is limited alignment between
professional teacher preparation standards and CCR goals.
Professional teacher preparation standards are moderately aligned at elementary and secondary levels but not middle school.
Professional teacher preparation standards are partially or fully aligned in elementary, middle and secondary teacher preparation.
Professional teacher preparation standards are aligned in middle and secondary levels but more moderately aligned in elementary teacher preparation.
Not exact matches
In the 2014 UFT - Department of Education contract, she made sure that 90 minutes were carved out of the teaching day for
professional development, at a time when
teachers were asked to implement Common Core
standards with little
preparation.
Further, it is imperative that the education sector will need to collaborate in a unified manner through ongoing consultations to ensure that the
standards truly reflect what
teachers and principals desire of the profession, in terms of
teacher preparation,
professional learning and training, and
professional recognition.
Whilst quality and accountability is essential to
teacher and principal development, and the notion of
professional standards is supported in principle, it is of concern to many educators that the complexity of
professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship,
teacher education and the
preparation of
teachers and educational leaders for contemporary times and a challenging future.
Major business groups have taken up the quest for better teaching and are pushing for higher
standards for
teachers, better
preparation and
professional development, and higher pay linked to performance.
It urged the nation to get serious about
teacher standards, reinvent
teacher preparation and
professional development, put qualified
teachers in every classroom, encourage and reward
teacher knowledge and skill, and create schools organized for student and
teacher success.
The creation of
professional standards and the emergence of
preparation programs tailored for
teacher - leaders, including at the University of Washington, are all signs that the position has become indispensable.
The subtle differences between the SOL and the Common Core do not justify the disruption to instruction, accountability,
professional development and
teacher preparation that would follow word - for - word adoption of the model national
standards.
The recommendations called for revamped
teacher preparation programs, higher
standards for
teacher licensure and certification, greater time for
professional development, and targeted
professional learning opportunities to address
teacher needs.
States should develop
standards and curricula for family engagement in education for
teacher and principal
preparation programs and should ensure that
teachers, principals, and other school leaders receive
professional development on improving family engagement in education.
The Florida Department of Education echoed these requirements for exemplary
professional practitioners in the Florida Educators Accomplished Practices (Florida Education
Standards Commission, 1999), a document offering 12
standards, in which all preservice
teachers in state - approved
teacher preparation programs must demonstrate proficiency prior to certification.
Recognizing that candidates receive much of their content
preparation elsewhere in the institution,
teacher educators engaged arts and sciences faculty in discipline - based
professional learning communities around the
standards.
TAP uses a set of
standards for evaluating
teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing
Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give student
Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and
preparation, classroom environment, instruction, and
professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give student
professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).
The committee emphasized that educator input should be incorporated throughout the
standards development and implementation process;
teacher preparation and ongoing
professional development should align with the
standards; and the
standards should ensure effective instruction that results in increased learning for all students.
Professional standards for the accreditation of
teacher preparation institutions.
In
preparation for Common Core, Lighthouse hosted multiple
professional development workshops on the shifting
standards; administrators and
teachers were sent to off - site
professional development; and
teachers investigated the implications of the shift on their practice in inquiry groups.
In South Korea, Japan, and China, everything is clearly aligned to the
standards, from
teacher preparation and
professional development to textbooks (Asia Society, 2006).
The other 50 percent of a
teacher's or principal's evaluation will be based on meeting
standards for planning and
preparation, classroom environment, instruction and
professional responsibilities and development.
In addition to the
standards, the Florida Educator Accomplished Practices include
professional responsibility and ethics as a foundational principle of the state's
teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.
The good news is that multiple initiatives are now under way to develop
professional standards for beginning
teachers, strengthen
preparation, and shape strategies to address the developmental needs of
teachers throughout their careers.
For example, a focus on literacy across the content areas is now considered best practice and is
standard in many school districts, but many programs need to strengthen coursework on literacy instruction for prospective
teachers seeking a content - area certification.16 Furthermore, all
teacher preparation programs have yet to coalesce around a common understanding of accomplished practice, though the National Board for
Professional Teaching Standards, or the National Board, has taken steps to provide
teacher preparation programs with access to model teaching lessons.
This policy proposal from the TeachStrong coalition explains how we can reimagine
teacher preparation to make it more rooted in classroom practice and a
professional knowledge base, with universal high
standards for all candidates.
Teacher Preparation, Licensure, and Recruitment The National Forum believes that specialized
professional preparation and licensure are critical if we are going to improve middle - grades education across this country and help all students meet the high
standards expected of them.
In Transforming Teaching, the National Education Association called for a career continuum based on national
professional teaching
standards that guide
preparation and
teacher performance assessments completed before licensure.8 In Raising the Bar, the American Federation of
Teachers called for a «bar exam» for teaching that offers a nationally available performance assessment for licensure, along with evidence of competence in the subject area and strong clinical training.9
To ensure a coherent system that supports
teachers across the entire
professional continuum,
professional learning should link to their experiences in
preparation and induction, as well as to teaching
standards and evaluation.
Reimagine
teacher preparation to make it more rooted in classroom practice and a
professional knowledge base, with universal high
standards for all candidates.
The National Commission on Teaching and America's Future (1996, 1997), for example, states that only 500 of the nation's 1200
teacher preparation programs meet common
professional standards.
Principals noted a compelling need for more adequate
preparation and
professional development in specific leadership areas, such as how to manage the change process in the schools, evaluate
teachers» use of the new
standards during instruction, align the school's instructional focus, make key decisions on the best types of
professional development to support
teachers, and develop extended learning opportunities to sufficiently address CCSS implementation.
While
teacher preparation and
professional development are not generally thought of as accountability indicators, students are not likely to achieve the
standards if
teachers and leaders are not adequately prepared to teach them.
The 83rd Texas Legislature passed comprehensive legislation addressing various aspects of the
teacher quality pipeline, including educator
preparation program admission
standards,
professional development audits,
teacher appraisal and working conditions, with significant TCTA involvement in reshaping these provisions.
Functions The
teacher leader: a) Collaborates with colleagues and school administrators to plan
professional learning that is team - based, job - embedded, sustained over time, aligned with content
standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated
professional learning; c) Facilitates
professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated
professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of
professional learning and its effect on teaching and student learning; f) Advocates for sufficient
preparation, time, and support for colleagues to work in teams to engage in job - embedded
professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating
professional learning.