The U.S. Department of Education has selected the panelists who will write new regulations for the reporting requirements for teacher preparation programs.
The requirements are housed in Title II of the Higher Education Act. Rewriting them to make them more outcomes-based is one of the steps in the Education Department's policy prescriptions for teacher education.
There are a couple of interesting picks here, including folks with a lot of experience with value-added information, one of three factors the Department proposes for inclusion in Title II reporting. (Information on candidate placement and surveys of school districts who hire candidates are the other two.)
They include a representative from the Cal State system, which uses value-added for internal improvement efforts; a representative from Louisiana, one of only two states that currently use value-added methods for tracking the effectiveness of teacher education programs; a teacher from Ohio with experience using value-added data; and representatives from the National Education Association, Teach For America, and the National Council for Accreditation of Teacher Education, all of which have endorsed the ideas in the Education Department's teacher education plan.
The first negotiated-rulemaking session will be held next week, and, of course, we'll be there to bring you all the details.
Without further ado, the panel members are:
Eric Mann, student teacher, Sandpoint High School, Idaho;
Katie Hartley, middle school math teacher and value-added specialist; Miami East Junior High, Ohio;
Segun Eubanks, director, teacher quality department, NEA;
Joseph Pettibon, associate vice president for academic services, Texas A&M University;
Julie Karns, vice president for finance, Rider University;
George Noell, executive director for strategic research and analysis, Louisiana Department of Education;
Glenn DuBois, chancellor of Virginia's community colleges;
David Steiner, dean, Hunter College School of Education;
David Prasse, dean, school of education, Loyola University Chicago;
Meredith Curley, dean, college of education, University of Phoenix;
Cindy O'Dell, chair, education department, Salish Kootenai College;
Leontyne Lewis, dean of education, Fayetteville State University;
Beverly Young, assistant vice chancellor of academic affairs, California State University System;
Heather Harding, vice president of research and public affairs, Teach For America;
Jim Cibulka, president, National Council for Accreditation of Teacher Education;
Sarah Almy, director of teacher quality, the Education Trust;
Scott Thompson, director of teacher effectiveness strategy, District of Columbia Public Schools; and
Sophia McArdle, U.S. Department of Education.