Stephen Sawchuk, Momentum Builds to Restructure Teach Education, Education Week, Nov. 17, 2010, available at http://www.edweek.org/ew/articles/2010/11/17/13teacherprep.h30.html?tkn=MNSFiyMq3psTYyDKmcvppimu5W2sBhqq%2BF6D&cmp=clp-edweek.
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.