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By the year 2000, the nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
Objectives:
All teachers will have access to preservice teacher education and continuing professional development activities that will provide such teachers with the knowledge and skills needed to teach to an increasingly diverse student population with a variety of educational, social, and health needs.
All teachers will have continuing opportunities to acquire additional knowledge and skills needed to teach challenging subject matter and to use emerging new methods, forms of assessment, and technologies.
States and school districts will create integrated strategies to attract, recruit, prepare, retrain, and support the continued professional development of teachers, administrators, and other educators, so that there is a highly talented work force of professional educators to teach challenging subject matter.
Partnerships will be established, whenever possible, among local educational agencies, institutions of higher education, parents, and local labor, business, and professional associations to provide and support programs for the professional development of educators.
Linda Darling-Hammond, a member of the Goal 4 Resource Group, presented a number of items in a recent publication (The Current Status of Teaching and Teacher Development in the United States, November, 1994) that reinforces the importance of Goal 4. For example:
National school reform will be thwarted without serious attention to Goal 4. Substantial investment in helping teachers gain new knowledge and beliefs about content, pedagogy, student learning and the ability to engage in critical reflection is essential. Goal 4 encompasses both dimensions in its statement of intent and purpose. It is a statement that calls for all teachers to have access to teacher development programs following opportunities to acquire, through rigorous and high quality preservice programs, skills, perspectives and knowledge to teach diverse learners.
The Resource Group accepts the Education Department's definition of Professional Development as including "the rigorous and relevant strategies and organizational supports that ensure the career-long development of teachers and other educators." It envisions Professional Development as encompassing both preservice and in-service education.
The Resource Group accepts the strategy that is conveyed in Goal 4. It holds that all teachers need to be prepared through intellectually rigorous preservice programs that demand mastery of content, in-depth knowledge of pedagogy, and broad understanding of diverse learners. Such beginning teachers, it believes, should be prepared in academically rich programs, that are field oriented and require sufficient time and other resources to enable preservice teacher candidates to develop their individual capacity and to learn and work together. The Resource Group believes beginning teachers should have the opportunity to progress through well-organized induction/internship programs, conducted in the increasing number of professional development or partner schools. These activities must occur before teachers are required to assume full responsibility for the learning of students, or partner schools, before being required to assume full responsibility for the learning of students.
Throughout their practice as full professionals, teachers should have access to meaningful ongoing and relevant professional development that deepens their understanding of the process of teaching and learning and of the students they teach. This conception of lifelong or continuous professional development rejects old norms and outmoded paradigms. It calls for integrated and systemic strategies that link together all facets of professional development to facilitate long-term and meaningful teacher practices. It also calls for new forms of partnerships to build capacity among teachers and other school professionals.
Centrality of the Role of the Teacher
While the role of the school principal and other school professionals is critical for the successful transformation of schools, the attainment of the National Education Goals is primarily dependent upon effective teacher-student interactions. The interactions that occur between student and teacher, the opportunities for students to construct knowledge, the modeling of appropriate behavior by teachers, the setting of high and rigorous expectations, the existence of a supportive classroom environment, the use of results-driven practices and performance-based assessment systems, are dependent upon skilled, knowledgeable and compassionate teachers. The support and/or leadership provided by other school personnel is important; the role of the teacher, however, is central.
Importance of High Quality Preservice and Teacher Development Programs
The task of learning to teach is challenging; it is difficult and demanding to learn to teach all children, to respond to their needs and aspirations. Transforming subject matter into age appropriate concepts, instructing students using appropriate pedagogical methods, assessing their accomplishments using new forms of performance assessment, requires more than casual acquaintance with new knowledge. Sustained and rigorous preparation, with sufficient teaching and learning in real school situations, is a requirement for the types of teachers necessary to transform schools. This is not something to be learned in a casual way through limited orientation experiences.
New forms of teacher development are needed to sustain the knowledge and skill brought to the initial teaching assignment. Such professional development is continuous, sustainable, site-based, context driven, focused on student learning and designed to promote school wide innovation and change. It's focus is on both the individual teacher and the whole-school faculty and staff. From previous research on school change, we know that such forms of teacher development can result in transformed schools and improved student achievement.
Impact on Student Achievement
While a number of studies have documented the potential of teacher development for transforming schools, few of these studies have attempted to measure the impact of particular forms of teacher development upon student achievement.
Intuitively, we know that helping teachers master new and challenging knowledge and skills directly related to student learning will produce improvements in student learning. Similarly, meta-analyses of the influence of preservice teacher education programs on effective teaching provide ample documentation of the positive effects of high quality teacher education programs. However, there is the absence of research findings that correlates successful completion with student achievement gains.
Interrelationship of Goal 4 to School Reform
If one accepts the role of the teacher as central in the effort to transform schools, then the successful implementation of Goal 4 should produce positive benefits in raising student performance and improving schools. More than fifty years of American education history offer sufficient evidence of the futility and failure of trying to by-pass teachers in the reform of schools. So-called "teacher proof" curricula and materials have always failed. The teacher's presence is central in the reform of schools; the quality of the preservice and teacher development programs is a key ingredient in the implementation of reform strategies.
Interrelationship of Goal 4 to Other National Education Goals
High quality teachers and teaching, supported by effective principals, are essential to achieving the eight goals. Thus, without hesitation, the Resource Group asserts that Goal 4 is worthy of high priority as the nation moves ahead in meeting the National Education Goals.
After conducting an extensive data search, it was determined that the data available to the Schools and Staffing Survey (SASS) would be the main source of national data. Fortunately, the SASS Survey provides the needed state data in addition to presenting information from a national perspective. The SASS Survey is conducted by the National Center for Education Statistics. The Goals Panel will continue to seek additional data sources.
Recommended Indicators
While this first set of indicators does not represent the full scope and intent of Goal 4, they disclose interesting data regarding the preparation of aspiring teachers and the current status of professional development being provided for those persons currently serving in schools. We anticipate succeeding reports being more comprehensive regarding Goal 4 and its objectives.
The following ten indicators are recommended for inclusion in the 1995 National Education Goals Panel Report:
Indicator 1. Teacher Preparation
The percentage of teachers who held undergraduate or graduate degrees in their main teaching assignments, 1994.
The Resource Group believes that proper teacher preparation and teaching assignments, which are commensurate with the training, are essential if there is to be a reasonable chance of increasing student learning. This indicator reports the percentage of teachers who majored in nine different subjects and have been assigned to teach the subject in which they majored. The subjects chosen for this indicator are: mathematics, science, English, history, geography, fine arts, foreign languages, civics/government and economics.
Indicator 2. Teacher Licensure in Main Teaching Assignment
Percentage of secondary teachers who held a teaching credential in their main teaching assignment.
An essential factor related to effective teaching, is the matter of teachers being properly credentialed for their main teaching assignment. Thus, our goal is to have 100 percent of the nation's teachers properly credentialed.
This indicator lists (non-inclusive) eleven subjects: mathematics, science, English, history, geography, fine arts, foreign languages, civics/government, economics, bilingual education (English as second language) and special education.
Indicator 3. Support for Professional Development
Percentage of teachers who reported they received various types of support during the current school year for in-service education or professional development in their main teaching assignment field.
The Resource Group believes little professional growth among teachers will occur without the active support of building principals, superintendents, school boards and parents. This support should include a review of current policies and practices and a concerted effort to increase overall public support and awareness.
This indicator measures support given through, released time from teaching schedule, travel and per diem expenses, tuition and/or fees, and professional growth credits.
The indicator also measures the amount of support provided to beginning teachers, teachers with 4 to 10 years of experience and those with more than 10 years of experience.
Indicator 4. Support through Formal Teacher Induction Programs
The percentage of teachers who reported that during their first year of teaching, they participated in a formal teacher induction program to help beginning teachers by assigning them to master or mentor teachers.
Frequently, new teachers are put into "sink or swim" situations with nothing more than student teaching experiences on which to rely. New teachers should have frequent opportunities to learn from experienced and successful teachers who have proven their excellence. This means providing time and materials for the experienced and new teachers to meet and develop strategies for increasing teaching skills and improving student learning.
This indicator examines teacher induction at the elementary, junior high/middle school, and high school levels.
Indicator 5. Participation in Professional Development Activities on Selected Topics
Percentage of teachers who reported they participated in various in-service or professional development programs since the end of the previous school year.
We believe the relevancy of professional development activities is important. The activities included in this indicator are: Uses of educational technology; methods of teaching subject field; in-depth study in subject field and student assessment. The indicator also shows the percentage of teachers who participated according to length of service i.e. beginning teachers, 4 to 10 years of experience and those with more than 10 years of experience.
Indicator 6. Temporary or Emergency Teacher Licensing
Percentage of teachers who reported they were teaching with a temporary license, emergency license or a waiver.
These conditions portend less than desirable, teaching capabilities and student learning experiences. Quite frequently, these temporary licensed teachers serve in schools especially in many urban and rural areas, where the best teaching possible is needed.
Research literature continues to indicate that there are a considerable number of teachers who are teaching thousands of students while holding only temporary licenses, emergency certificates or waivers. We are anxious to see these numbers reduced and eventually eliminated.
The indicator displays the percentages by school levels (elementary, junior high and secondary) and in the fields in which shortages have been known to exist in the past (mathematics, science, bilingual education/English as a second language and special education).
Indicator 7. Participation in Types of Professional Development Activities
Percentage of teachers who reported they participated in various activities related to teaching since the end of the previous school year.
It is essential that large percentages of teachers, if not all, participate in professional development activities. However, the participation should not be just for the sake of participation. These activities should lead to increased knowledge and skills that promote increased student learning.
This indicator reports the percentage of teachers who participated in workshops, college courses, and activities sponsored by professional associations. The indicator also presents the percentage of all teachers, included in the sample, who participated in professional development activities. In addition, it shows the percentage of beginning teachers, those with 4 to 10 years of experience and teachers with more than 10 years of experience who participated in these professional development activities.
Indicator 8. Teacher Assignment
The percentage of teachers who reported that their main assignment was not the field they felt best qualified to teach.
Teachers should be assigned to teach subjects for which they have been adequately prepared and are qualified to teach.
This indicator reports the percentage of teachers who believe they are not teaching the field for which they are best qualified. This does not necessarily mean that the teachers are not licensed to teach the subjects they are currently teaching. However some, because of recent training and experiences, bring new talents and skills to the work place and are not able to use them. Others, licensed in several subjects, have had to choose their weakest area in order to gain employment.
The subjects listed in this indicator are: mathematics, science, English, history, geography, fine arts, foreign languages, civic/government and economics.
Indicator 9. Teacher Influence over School Policy
The percentage of teachers who reported that teachers in their schools have influence over school policy in selected areas.
Engaging teachers in policy and decision-making processes has been viewed as important and essential to school improvement for many years. However, true collaboration among teachers and administrators in developing professional development activities that enhance the teaching and learning process, remains a challenge.
This indicator shows the percentages of teachers who reported they had a great deal of influence over determining context of in-service programs and establishing curriculum. The indicator also reports teacher responses according to school level (elementary, junior high/middle school) and setting (urban, suburban, and rural).
Indicator 10. Preparation to Teach Limited English Proficient (LEP) Students
Percentage of teachers who reported limited English proficient students are enrolled in their classes and the percentage who reported they have received training to teach LEP students.
The increasing ethnic diversity among student population in the nation's schools is well documented. New and experienced teachers in all schools must have access to professional development activities that will promote cultural understanding and assist them in developing teaching strategies that will increase student learning.
This indicator reports the percentages by school level (elementary, junior high/middle, and high school) geographical setting (urban, suburban, and rural) and teaching experience (beginning, 4 to 10 years and more than 10 years).
Indicator 5. Participation in Professional Development Activities on Selected Topics
Indicator 6. Temporary or Emergency Teacher Licensing
The Resource Group believes all teachers should have opportunities to improve their teaching skills and gain additional knowledge in their subject area. Having the time and financial support to engage in professional development activities must not be limited to those teachers who happen to work in affluent school districts.
Most of the existing data examines the training and placement of secondary school teachers. While this is important, it is equally important to examine and record the curriculum content and the overall preparation of elementary teachers.
The Resource Group is aware of Goal 4's emphasis on professional development for K through 12 teachers and other educators. However, there was general agreement the the "teachers of teachers" should be just as up-to-date, regarding their teaching strategies and the overall preparation of prospective teachers, as those who serve in the nation's schools.
Several organizations have worked diligently and recruit people into the teaching profession. However, it is somewhat unclear as to what happens to those who have expressed interest in teaching at a time when many urban and rural school districts continue to have shortages of appropriately prepared teachers.
Objective #3 under Goal 4 suggest states and school districts create integrated strategies to attract, recruit, prepare, retain, and support the continued professional development of teachers, administrators and other educators, so that there is a highly talented work force of professional educators to teach challenging subject matter. Thus, it is important that the Goals Panel seek to measure progress related to all of the areas listed in this objective.
A great deal of education reform literature encourages the establishment of partnerships that will promote community stakeholders' involvement and support of schools and professional development programs for educators. The fourth objective in Goal 4 supports this approach.
An indicator that shows the percentage of schools and school districts that are engaged in partnerships that support programs for the professional development of educators would be appropriate.
The indicators recommended in this report give little attention to the measurement of the quality of the activities, policies and procedures. Therefore, there is a need to determine if teachers enhance their teaching skills and students learn more because of teachers' participation in professional development activities.
The Resource Group recommends that a quality component be added to the appropriate indicators.
Teacher Education
The Resource Group believes new levels of excellence and new strategies for preparing teachers to function at high levels, with all students, must exist in all institutions of higher learning. This means the faculties of the nation's colleges and universities must assess themselves and determine if they are really preparing their students to teach in a more complex and diverse country and world. Schools of education should be able to document the professional development activities in which their faculties have participated and how those activities are expected to enhance their teaching so that they may better prepare future teachers.
The Resource Group spent considerable time debating the merits of including as an indicator the number of schools and colleges of education that are nationally accredited and/or the number of beginning teachers who gradate form accredited institutions. Given the fact that only 40 percent of the nation's schools and colleges of education are nationally accredited, the Resource Group chose not to include this indicator at this time.
National accreditation for teacher education remains a voluntary system of professional judgment about the quality of the entire school or college of education in a higher education institution. The National Council for Accreditation of Teacher Education (NCATE) is the body recognized by both the U.S. Department of Education and the Council for Recognition of Postsecondary Accreditation as the agency to review and recognize schools and colleges of education. NCATE expects its voluntary accredited schools of education to "ensure that prospective teachers have the knowledge and skills they need to work effectively with all students". Some of the skills these prospective teachers must demonstrate are:
Teacher Competency and Professional Development
Educators and policy workers should also examine the national efforts to identify highly accomplished teaching and to establish high standards of performance to which all teachers should aspire.
The work of the National Board for Professional Teaching Standards (NBPTS) holds promise for identifying and recognizing excellent teaching through its national certification program. NBPTS in addition to establishing standards in numerous subject areas that suggest what teachers should know and be able to do, assesses teachers' competencies and certifies those who meet the NBPTS standards. This voluntary certification program uses many forms of assessment such as: portfolios that document teachers' work, video tapes of lessons taught, interviews, and samples of student work.
NBPTS indicates it seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, disposition and commitments reflected in the following core propositions:
The process teachers go through in preparing for National Board certification is commonly viewed as a significant professional development experience.
The Resource Group suggests that indicators that show the number of teachers who are seeking to become Board Certified and the number of school districts who are supporting teachers who are seeking National Board certification, be considered for future Goals Panel reports.
"Reforming the nation's schools takes more than solely adopting higher achievement standards for students. Improving the education system will require highly skilled educators capable of teaching the content skills established by the reform initiatives. Professional development for educators, within a context of standards-driven systemic reform should be top priority."
High quality teacher education and professional development are essential components of any national systemic education reform effort. It is with this sense of importance that the Teacher Education and Professional Development Resource Group submits this report to the National Education Goals Panel.
