Education Drivers

Professional Certification / Licensing

All states in the United States require teachers to be licensed. Each state certifies teachers within that state. No national standards exist so each state is responsible for training. Teacher preparation models generally fall into three categories: (a) 4-year bachelor’s degree credential, (b) 5-year post–bachelor’s degree credential, and (c) alternative credential. The alternative model, created to meet critical teacher shortages, differs from the first two models by teachers receiving formal teacher preparation coursework while being employed in the classroom. Research reveals no substantial difference in the quality of teachers produced by these various credential models. Two national organizations have the mission to improve preparation programs through accreditation: National Council for the Accreditation of Teacher Education (NCATE) and Teacher Education Accreditation Council (TEAC). In an attempt to ascertain the overall quality of training provided by different programs, National Council on Teacher Quality (NCTQ) publishes a comprehensive evaluation of preparation program quality. The Teacher Prep Review ranks 1,612 undergraduate and graduate elementary and secondary programs that produce 99% of teachers who get traditional pre-service training in the United States.

Publications

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Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

 

Data Mining

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Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement?
The review compared the performance of NBPTS certified teachers and a control group of non-certified teachers and the role certification has on student achievement.
States, J. (2011). Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement? Retrieved from does-national-board-for.

 

Presentations

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What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
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Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession

This report is a call to action for chiefs and an invitation to our colleagues, especially members of NASBE and NGA who contributed to this report. The recommendations contained in this report focus on the levers for change that are the responsibility of state education agencies (SEAs) and, where applicable, their partner professional standards boards: licensure; program approval; and data collection, analysis, and reporting.

Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession. (2012). Washington, DC: The Council of Chief State School Officers. Retrieved from https://www.ccsso.org/sites/default/files/2017-10/Our%20Responsibility%20Our%20Promise_2012.pdf

A Call for Reformation of Teacher Preparation Programs in the United States

The following paper will call for the reform of teacher preparation programs in three distinct areas. Examination of current data, application of educational theorists’ perspectives and comparative analysis of international practices, will prove the need for reform in teacher preparation program recruitment practices, curriculum, and support systems.

Dann, A. I. (2014). A Call for Reformation of Teacher Preparation Programs in the United States. Online Submission.

Cracks in the Ivory Tower? The Views of Education Professors Circa 2010

This report describe teacher educators about their perspectives on the pressing questions surrounding teacher education and school reform today. Results show that education professors hold divided views on many issues. 

Farkas, S., & Duffett, A. (2010). Cracks in the Ivory Tower? The Views of Education Professors Circa 2010. Thomas B. Fordham Institute.

Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers

This brief quantifies the fundamentally chaotic nature of elementary teacher preparation for initial certification, which is by far the most popular choice of individuals who consider teaching. While there is overlap in the topics each undergraduate/graduate program pair covers, what's more striking are the different course requirements--even though both programs are offered by the same education school at the same institution. Ideally, teacher candidates in each program pair should receive preparation that is not only consistent, but also high quality in its design.

Greenberg, J., & Dugan, N. (2015). Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers. National Council on Teacher Quality.

What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification.

The What Works Clearinghouse (WWC) identified five studies of NBPTS certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. According to the WWC review, the extent of evidence for teachers who obtained NBPTS certification on the academic achievement of elementary and middle school students was medium to large for two student outcome domains—English language arts achievement and mathematics achievement. NBPTS-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8.

Mathematica Policy Research (2018). What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_nbpts_021318.pdf.

Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback

This paper is the story of Fast Start. This paper will explain exactly how they transformed their approach to pre-service training and built Fast Start, and what they’ve learned along the way. They hope that their experience—including our failures—can serve as a road map for other preparation programs that want to find new ways to help new teachers find success.

Menzes, A., & Maier, A. (2014). Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback. TNTP. Retrieved from https://eric.ed.gov/?id=ED559704

National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment, December 2008
This study examines whether having a teacher with National Board for Professional Teaching Standards (NBPTS) certification improves student achievement.
Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National board certification and teacher effectiveness: Evidence from a random assignment experiment (NBER Working Paper 14608). Cambridge, MA: National Bureau of Economic Research.
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National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

New No Child Left Behind Flexibility: Highly Qualified Teachers
This is a fact sheet on policies giving teachers greater flexibility in demonstrating that they are highly qualified.
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