Improving Teacher Preparation: Building on Innovation
Improving Teacher Preparation: Building on Innovation
Great Teachers Matter
Providing all children in America with the opportunity for a world-class education is critical for their success and the success of our nation, and every child deserves a great teacher.
Students Learn More from Effective Teachers
We need to give schools the resources to keep good teachers on the job, and give teachers the flexibility to teach with creativity and passion.
Recruiting, preparing, developing and supporting great teachers has a direct impact on the learning and success of America’s students. Research confirms that the most important in school factor in a student’s success is a strong teacher, and excellent teachers are especially important for our neediest students. And strong teacher preparation programs lead to better learning for students.
Yet today, far too many teachers report they are unprepared when they first enter the classroom after completing their teacher preparation program. And institutions that prepare teachers lack the feedback needed to identify where program graduates go to teach, how long they stay, and how they perform in the classroom.
Recognizing that need, educators and states are working to drive needed improvements in teacher preparation, and by extension, the quality of teaching. Through new proposed regulations, the Department aims to build on and support these efforts for greater transparency, accountability, and program improvement.
These Proposed Regulations Will:
- Build on innovative state systems and progress in the field to encourage all states to develop their own meaningful systems to identify high- and low-performing teacher preparation programs across all kinds of programs, not just those based in colleges and universities.
- Ask states to move away from current input-focused reporting requirements, streamline the current data requirements, incorporate more meaningful outcomes measures and improve the availability of relevant information on teacher preparation.
- Reward only those programs determined to be effective or better by states with eligibility for TEACH grants, which are available to students who are planning to become teachers in a high-need field and in a low-income school, to ensure that these limited federal dollars support high-quality teacher education and preparation.
- Offer transparency into the performance of teacher preparation programs, creating a feedback loop among programs and prospective teachers, employers, and the public, and empower programs with information to facilitate continuous improvement.
States would have primary responsibility and significant flexibility in designing their systems and evaluating program performance.
States would report annually on the performance of each teacher preparation program, including alternative certification programs, based on indicators that include at least:
- Employment outcomes: New teacher placement and three-year retention rates, including in high-need schools
- Teacher and employer feedback: Surveys on the effectiveness of preparation
- Student learning outcomes: Effectiveness of new teachers as demonstrated through measures of student growth, performance on state or local teacher evaluation measures that include data on student growth, or both, during their first three teaching years
- Assurance of specialized accreditation, or evidence that a program produces candidates with content and pedagogical knowledge and quality clinical preparation, who have met rigorous entry and exit requirements.
Priorities Aligned with the Field
Key provisions of proposed regulations and how they compare to the standards set by the Council for the Accreditation of Education Preparation (CAEP)
|Student outcomes: Academic Gains among K-12 students|
|Employment outcomes: Job placement and retention, including in high-need schools|
|Customer satisfaction: Surveys of program graduates and their principals|
|Program review and accreditation based on content/pedagogical knowledge, high quality clinical proactive, and rigorous entry/exit requirements|
|Multiple performance levels resulting from review and accreditation|
|Flexibility to states and providers in developing multiple measures of performance|
- On April 1, 2016, the supplemental Notice of Proposed Rulemaking (NPRM) was published in the Federal Register to allow the Department to collect more public comments specifically on distance education as it relates to teacher preparation. This page also provides a link for providing public comment. All public comment must be submitted by May 2, 2016 at 12:00 a.m. EST.
Note: The official version of this document is the document published in the Federal Register.
- We have formally submitted a supplemental Notice of Proposed Rule Making to the Office of Management and Budget for review that will allow us to collect more public comments specifically on distance education as it relates to teacher preparation. Following the Office of Management and Budget review, we will publish the supplemental NPRM in the Federal Register for public comment.
- Printable Two-page Version of This Improving Teacher Preparation Page
- Presentation Slide Deck on Improving Teacher Preparation
- Homeroom Blog Post: Supporting Great Teaching Through Better Teacher Preparation (November 25, 2014)
- Press Release: U.S. Department of Education Proposes Plan to Strengthen Teacher Preparation (November 25, 2014)
- Proposed Rule: Teacher Preparation Issues in the Federal Register (Comments due 2/2/2015) The proposed Institutional and State Report Cards may also be viewed on regulations.gov. However, comments on the proposed Report Cards should be emailed to OIRA_DOCKET@omb.eop.gov. OMB is required to make a decision concerning the collections of information contained in the proposed regulations between 30 and 60 days after publication of this proposed rule. Therefore, to ensure that OMB gives your comments full consideration, it is important that OMB receives your comments by January 2, 2015.
- Transforming Teaching and Leading