Teacher Preparation (Pre-service)

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today. 

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

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.

This paper addresses only the use of data on the learning gains of graduates’ students to evaluate teacher preparation programs. This paper offer six core principles for strong design based on the models developed in three pioneering states: Louisiana, North Carolina and Tennessee.

This report presents PEDS findings from the 2011 and 2012 surveys, which reported on the 2009-2010 and 2010-2011 school years. Some of the findings in this report counter common myths about higher education-based preparation programs. Others show that there is still much work to be done. 

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

This paper offer three strategies that will create the right conditions for states and institutions to reform poor-performing teacher preparation programs, improve preparation as a whole, and help keep more well-prepared teachers in the classroom after they graduate.

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

This report highlights the work of New Teacher Center (NTC), a national nonprofit organization headquartered in Santa Cruz, California, that has partnered with states, districts, and policymakers to develop programs and policies that accelerate new teacher effectiveness.

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Limitations of the study and alternative explanations for these differences are discussed.

This article describes the efforts of eleven universities and colleges to assess their teacher education programs based on broad, commonly held outcomes.

This chapter reviews the state of the field as it pertains to the preparation of preservice teachers
for K-12 online and blended learning.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

This article reviewed a number of comprehensive instructional-mentoring programs and identified three critical factors that seem to be making a positive difference. 

The author uses teachers’ ratings on the North Carolina Educator Evaluation System to determine whether teacher preparation programs (TPPs) are associated with the evaluation ratings of their initially prepared teachers. 

This study uses statewide completer survey data from North Carolina to assess whether perceptions of preparation quality and opportunities to learn during teacher preparation predict completers’ value-added estimates, evaluation ratings, and retention.

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011–12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support.

In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes.

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

This chapter from "Studying Teacher Education"  focus on the research procedures and the impact claims of researchers who study the complex phenomenon commonly labeled as a methods course or a teacher-
education-related field experience in a school or community. 

This brief explores research that points to the opportunities and the challenges that evaluating teacher preparation programs differently presents.

By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC):

The study compares the effectiveness of different routes to teaching. It finds there is no significant difference in the effectiveness of teachers who were traditionally trained when compared to teachers who obtained training through alternative credential programs.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).

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.

This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges

This article offers ideas to improve the quality of inquiry into teacher learning, one of the most critical targets of education reform. 

New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. 

This research examines meta-analyses on the topic to identify those practices that predictably lead to effective classroom instruction. The paper examines practices such as teacher degrees, preparation models, methods of course delivery, technology-based instruction, cooperative learning practices, instruction methods, field experience, field experience supervision, and induction practices.

This report discuss how to use research findings as a base to support stronger teacher preparation programs. 

This paper draws upon a structured analysis of over 300 research-based papers on mentoring across three discipline areas in an attempt to make more valid inferences about the nature and outcomes of mentoring.

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

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. 

This paper reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature.

This is a survey of 2500 randomly selected K-12 public school teachers. It analyzes their demographics, route to credential, and current position. It also captures their views on the adequacy of teacher preparation, various school reform proposals, and job satisfaction

Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession

Teaching methods and field experience courses that focus on teaching make up only a small fraction of the postsecondary coursework required for teachers, especially for prospective secondary teachers. 

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing.

To evaluate the impact of comprehensive teacher induction relative to the usual induction support, the authors conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction.

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

This paper provides the first empirical examination of National Council on Teacher Quality (NCTQ) ratings,  beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics.

This paper examines the consequences of having an apprentice teacher for 4-8 graders in the state of Washington. 

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.

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

This paper describe a few promising assessment technologies tat allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented approach to teaching and learning. 

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. 

The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. 

This paper describes some implication of research on learning to teach to the design of induction and mentoring programs. 

This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials. 

This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on different types and components of induction, including mentoring programs, collective' group activities, and the provision of extra resources and reduced workloads. 

This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs— collectively known as induction — for beginning teachers.

This research evaluated the impact of structured and intensive teacher induction programs over a three-year time period, beginning when teachers first enter the teaching profession. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

This article reports on a longitudinal study designed to explore these questions. In 1999, researchers from The Project on the Next Generation of Teachers selected and interviewed a diverse group of 50 new teachers in the Massachusetts public schools.

The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

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.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

The Teacher Education Committee at Northwestern Oklahoma State University approved the development of a competency-based teacher education program. A subcommittee identified and wrote professional education competencies which students should master prior to program completion.

This article discuss the challenge - and the opportunity -  that faces states, teacher-education professional associations, universities, and non-university teacher educators. 

This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

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.

This review addresses two different proposals for reforming teacher training, neither of which is grounded in research. The authors report three weak correlations between the performance of program participants and TNTP’s certification evaluation rubric. The report concludes with three self-evident aphorisms: practice improves teaching, teachers who master teaching skills do better, and inadequate performers should be weeded out. 

This annual publication is one of the best ongoing sources for tracking and analyzing important developments and trends in education over time using the latest available data. In 2019 the spotlights were on: “Early Childhood Care Arrangements”; “Choices and Costs Characteristics of Public School Teachers Who Completed Alternative Route to Certification Programs”; and “Trends in Student Loan Debt for Graduate School Completers.”

This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning.

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.

This report describes how the seven Regional Educational Laboratory (REL) Central states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) evaluate their teacher preparation programs and the changes they are making to improve their approaches to evaluation.

National Center for Education Statistics. U.S. Department of Education presents the data of public school teachers who held a postbaccalaureate degree, public school teachers who held the certificate, and the year of experience.

This report presents the results of the 2000-01 Status of the American Public School Teacher survey. This survey has been conducted every 5 years since 1956

This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16. 

The authors use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.

Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.

This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve. 

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructional effective. The authors test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs.

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

This study examines all 50 states' and the District of Columbia's requirements regarding the science of reading for elementary and special education teacher candidates.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

Teachers who received two years of comprehensive induction services boosted student scores in reading and math more than teachers in a comparison group who didn’t receive the support, a study released today by the U.S. Department of Education’s Institute of Education Sciences finds.

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type.

This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency. 

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

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

This paper is part of a bigger research project and focuses on issues related to soft skills and teaching professional training. The purpose of this paper is to explore the extent of soft skills that has been integrated in teaching professional training from the novice teachers’ perspectives.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.

This study describes a benefit-cost analysis of a comprehensive mentoring program for beginning teachers conducted in a medium-sized California school district.

This literature review examines the impact of various instructional methods

This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level

Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. 

This review of teacher induction4 literature is designed to summarize current research on the practices, policies, and programs intentionally developed to support novice teachers.

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. 

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

This paper analyzes the research base on recruiting, preparing, and retaining good teachers being implemented in U.S. teacher education.