Standards

Inspections Piloted for Teacher-Prep Programs

By Stephen Sawchuk — January 07, 2014 | Corrected: February 21, 2019 5 min read
  • Save to favorites
  • Print

Corrected: This story was corrected to reflect that the inspections will continue at additional campuses this year.

Includes updates and/or revisions.

A handful of states and universities are piloting British-style inspections to get a better sense of how their teacher-preparation standards are playing out in lecture halls and K-12 classrooms.

It’s the latest attempt to crack a difficult nut that has generated increasing policy interest: what’s really happening on the ground in preparation programs and how the training can be strengthened.

Four institutions, two each in New Mexico and Texas, participated this fall in inspections of their elementary education programs, which were conducted with the aid of a British inspectorate, the Tribal Group. Though small in scale, the initiative will expand next year, in what’s likely to trigger closer scrutiny of U.S. states’ ill-understood, frequently obscure processes for approving teacher-preparation programs.

“You can read the tea leaves,” said Michael A. Morehead, the dean of the college of education at New Mexico State University, in Las Cruces, which took part in the inspection. “With all of the national rhetoric, there will be much more of an emphasis in the next three to five years on ways to determine whether teacher ed. programs are of appropriate quality.”

Although it’s early yet, participating universities say they’ve found the inspections, which focus particularly on the quality of instruction in coursework and student-teaching, to be useful.

A Closer Inspection

Four universities have participated in an inspection of their elementary teacher-preparation programs drawn from practices in the United Kingdom:

• Southern Methodist University

• University of Houston

• New Mexico State University

• Eastern New Mexico University

Programs were evaluated in four areas:

Quality of Selection

Picking students who have: earned a GPA of 3.0 or higher, are drawn from the top-third of the college-going population (based on standardized tests), and are representative of the state and districts served by the programs.

Quality of Content and Teaching Skills

Ensuring candidates know the content standards they will teach, are well-versed in scientifically based reading instruction, display classroom-management abilities, and know how to assess students and use data.

Quality of Clinical Placement, Feedback, and Candidate Performance

Choosing and training supervisors who provide feedback to student-teachers for improvement. Other factors include whether programs: ensure candidates demonstrate content knowledge and teaching skills, have an opportunity to practice in high-performing, low-income schools, and—when they become newly minted teachers—help improve student learning without additional training.

Quality of Program Performance Management

Using rigorous checkpoints to gauge candidate progress, and making improvements to programming based on surveys of principals and candidates and analyses of student-achievement outcomes.

States typically audit their programs every seven years by visiting campuses, examining faculty workloads, and determining whether coursework matches state teaching standards. Approved programs can recommend candidates for a license after they’ve fulfilled all state requirements.

Program approval is often confused with national accreditation. Accreditation is generally a separate, voluntary honor, though it is mandatory for teacher colleges in about a dozen states. (Some states conduct their program-approval reviews in tandem with accreditors, and still others use national accreditation standards for program review but do not require programs to seek accreditation.)

Funding for the pilot inspections came from the National Council on Teacher Quality, a Washington-based advocacy group whose controversial teacher-preparation review project last year deemed most programs subpar. NCTQ President Kate Walsh said that, aside from connecting interested states with the British group, the council hasn’t been involved in the pilots.

“We are not conducting the inspections, we don’t have anything to say about what’s written, and we’re not owning the process,” she said. “We just wanted to get it going and make sure it’s done well.”

The Texas and New Mexico education departments asked institutions to volunteer for the pilot, promising not to make the results public. Even then, many were skeptical, given its genesis within the NCTQ.

“We did have some people who were aghast that we’d be playing with the enemy, so to speak,” said Robert H. McPherson, the dean of the college of education at the University of Houston. “But the frame I used is that we’ll welcome any reasonable people who want to give feedback on our program, as long as it’s in the context of a scientific discussion and debate, not one based on ideology and philosophy.”

New Standards

The Tribal Group, an organization based in Bristol, England, that contracts with governments in England and other countries to audit school and university instruction, with the NCTQ, helped develop a slim set of review standards encompassing four main areas. It also trained teams of inspectors for each of the four participating institutions. The inspections focus heavily on gathering evidence—through interviews, visits to courses and student-teaching sites, and discussions with graduates.

“We moved deliberately away from teaching as performance art and focused on what was happening in these classrooms,” said Edward Crowe, a Washington-based consultant who is overseeing the pilots. “Were kids learning? Were students engaged?”

Previously, Mr. Crowe worked at the U.S. Department of Education, where he helped oversee grants for teacher colleges as well as the report cards federal law requires them to submit.

Under the pilot, the reviewers for each program included Mr. Crowe and three educators from each state: current or former principals, teachers, or reading specialists. That composition for review teams is distinct from the prevailing program-approval processes in states, which usually depend on other teacher-educators as reviewers.

Largely, the participating colleges say they valued the feedback.

“The team was objective. We didn’t perceive a ‘gotcha’ mentality in our visit,” said Mr. Morehead of New Mexico State.

In particular, he said he appreciated that inspectors looked at the practices of 14 elementary teachers over a three-day period, a depth of observation that the state review process lacks, he noted.

Added Mr. McPherson: “I think it’s certainly a marked improvement over what the state can do with its limited resources.”

One selling point was that each program designated a representative to be present at the meetings of the inspection team to offer feedback and clarification. As a result, there were few surprises when inspectors’ final oral and written reports were delivered, the deans said.

A Costly Approach?

But programs nationwide aren’t necessarily likely to rush to inspection-based models. The in-depth classroom visits, for one, make the process potentially costlier for programs, Mr. McPherson noted. And the narrower set of standards raised a concern for Mr. Morehead, who said he felt its focus on particular elements of reading instruction came perilously close to vetting curricula.

Nor is it clear whether membership groups will approve.

“It is not surprising to see that NCTQ wants to ride the wave of renewed interest in accreditation among policymakers and the profession,” said Sharon P. Robinson, the president of the American Association of Colleges for Teacher Education, adding that her organization will “carefully observe” and seek members’ feedback about the inspections.

Still, interest appears to be building among states. The NCTQ has received a $500,000 grant from the Bill & Melinda Gates Foundation to subsidize visits to additional campuses this year, and about 10 states are considering hosting them. (The Gates Foundation also underwrites coverage of business topics in Education Week.)

Other efforts to improve teacher-preparation quality are ongoing, including one related to accreditation.

The Council for the Accreditation of Educator Preparation, formed by the merger of two former bodies, approved a new, tougher set of expectations in August. Those standards also charge programs with producing evidence that candidates get to practice high-quality teaching.

They will be tested in several programs next year and introduced for all by 2016.

Coverage of policy efforts to improve the teaching profession is supported by a grant from the Joyce Foundation, at www.joycefdn.org/Programs/Education. Education Week retains sole editorial control over the content of this coverage.
A version of this article appeared in the January 08, 2014 edition of Education Week as Inspections Piloted for Teacher Prep

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
Accelerate Learning with Project-Based Learning
Earlier this year, the George Lucas Educational Foundation released four new studies highlighting how project-based learning (PBL) helps accelerate student learning—across age groups, multiple disciplines, and different socio-economic statuses. With this year’s emphasis on unfinished
Content provided by SmartLab Learning
School & District Management Live Online Discussion Principal Overload: How to Manage Anxiety, Stress, and Tough Decisions
According to recent surveys, more than 40 percent of principals are considering leaving their jobs. With the pandemic, running a school building has become even more complicated, and principals' workloads continue to grow. If we
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Building Teacher Capacity for Social-Emotional Learning
Set goals that support adult well-being and social-emotional learning: register today!


Content provided by Panorama

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Standards Opinion How the Failure of the Common Core Looked From the Ground
Steve Peha shares insights from his on-site professional-development work about why the common core failed, in a guest letter to Rick Hess.
4 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
Standards Opinion Common Core Is a Meal Kit, Not a Nothingburger
Caroline Damon argues Rick Hess and Tom Loveless sold the common core short, claiming the issue was a matter of high-quality implementation.
5 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
Standards How New Common Core Research Connects to Biden's Plans for Children and Families
A study of national test scores indicate the early phase of the Common Core State Standards did not help disadvantaged students.
5 min read
results 925693186 02
iStock/Getty
Standards Opinion After All That Commotion, Was the Common Core a Big Nothingburger?
The Common Core State Standards may not have had an impact on student outcomes, but they did make school improvement tougher and more ideological.
3 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty