Regulations for Teacher-Prep Programs

Regulations for Teacher-Prep Programs

The U.S. Department of Education's proposed regulations for teacher education programs would toughen reporting requirements, including mandating education schools to provide proof that their graduates are helping to advance student learning.

In light of this, we asked leading researchers and educators to respond to the following question:

There has been much concern about the use of student test scores, teacher-retention rates, and surveys for judging the quality of teacher-preparation programs. Assuming the federal government should play a role in ensuring program quality, what indicators do you think might provide a fair picture of a program’s strengths and weaknesses?

Read responses from Elizabeth Arons and Danielle Pickens, A. Lin Goodwin, Jennifer Green, and Kevin Kumashiro.

For more about the controversial federal proposal to improve monitoring of teacher-preparation programs read: “Teacher-Prep Rules Face Heavy Public Criticism.”

Duncan's Teacher Ed Proposals Miss the Mark

The proposed regulations disregard evidence about what would help turn around teacher-prep programs, says A. Lin Goodwin.


Measure Teacher-Prep With the Right Metrics

Let's hold teacher-prep programs accountable for developing effective educators, Jennifer Green says.


Teacher-Prep Programs Need a Data-Driven Approach

To find out which programs need improvement, the government should collect specific data points on how graduates are doing in K-12 classrooms, write Elizabeth Arons and Danielle Pickens.


Successful Teacher-Prep Programs Require Solidarity

The proposed regulations rely on unreliable methods and ignore the need for institutional partnerships, Kevin Kumashiro argues.


The opinions expressed in OpEducation are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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