Momentum Builds to Restructure Teacher Education

Stephen Sawchuk, Momentum Builds to Restructure Teach Education, Education Week, Nov. 17, 2010, available at

With conversations about the best ways to evaluate teacher performance already proliferating across the nation, preservice preparation could be the next stop on the teacher-quality continuum to receive a similarly high level of scrutiny.

New models for preparing teachers, such as the yearlong apprenticeship or “residency” model, have received attention from policymakers in recent years.

Now, a report commissioned by the National Council for Accreditation of Teacher Education, released yesterday, adds the voices of a diverse array of stakeholders, including representatives from the traditional university-based programs that prepare the majority of the nation’s teachers.

The report’s main recommendation: Supervised, structured work of teacher-candidates in diverse classroom settings must be the foremost component of preservice teacher training, with other aspects like coursework embedded in that training. It draws heavily on the teacher-residency model and a handful of university-based education programs that take such an approach to training new teachers.

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