America’s economic future depends on the success of our public schools, and the success of our schools depends upon effective teachers and principals.
In the next Congress, both the Elementary and Secondary Education Act and the Higher Education Act will be up for reauthorization. We need to seize this opportunity to improve the chances for student success by building a truly collaborative system for educator preparation -- one that creates a positive school environment, allows educators to work together and connects higher education to early childhood and K-12 education.
Currently, these systems function in their own separate silos of educational policy and practice. While some innovative practices are being implemented in each arena, there is no systematic connection. Educational stakeholders -- parents, teachers, principals, superintendents and policy makers -- need to engage now on how best to establish an aligned system, especially for the preparation of new educators who will be teaching and leading in schools with the greatest needs.
Our legislation, the Educator Preparation Reform Act, increases collaboration between high-need local educational agencies, clinical teacher preparation sites, and community stakeholder organizations, and, secondly, streamlines and strengthens the accountability for teacher preparation programs. In developing this legislation, we have had input from a broad coalition of stakeholders representing teachers, colleges and universities, principals, school boards, and community-based organizations. Moving forward, we will continue to seek input from the community and from our colleagues to strengthen the proposal and to ultimately enact legislation that will chart a clear path forward for preparing educators for success in our schools and classrooms.
The Educator Preparation Reform Act builds on the success of the Teacher Quality Partnership Program, which connects institutions of higher education with high-needs school districts and other partners to reform teacher education and help teacher preparation programs and public schools collectively and collaboratively share new ideas and best practices.
One of the toughest challenges facing high-need schools is retaining effective teachers and principals. According to the National Commission on Teaching and America’s Future, almost half of teachers leave their job within five years -- creating a churn that correlates to poorer outcomes for students. One way to combat this high turnover rate is to improve educator preparation. According to a study by the National Center for Education Statistics, teachers with greater levels of preparation are more likely to remain in their jobs than those that did not go through a teacher preparation program.
The Educator Preparation Reform Act will help local schools and community organizations and institutions of higher learning partner together to provide yearlong teacher and principal residency programs -- pairing a high-need school district with an educator preparation program -- to ensure that new, well-qualified teachers and principals are ready to serve in high-need school districts.
The Educator Preparation Reform Act overhauls the cumbersome and opaque reporting requirements for teacher preparation programs with a focus on transparency and data that can inform program improvement. Under this bill, teacher preparation programs would report on key quality measures that address both program inputs and outcomes, such as grade point averages and test scores for teacher candidates admitted to the program, data on clinical preparation requirements, and program graduate’s impact on student learning, performance in the classroom, and retention in the field of teaching.
All programs -- whether traditional or alternative routes to certification -- must be accountable and report on the same measures.
We require states to identify at-risk and low performing programs and provide them with technical assistance and a timeline for improvement. States would be asked to close programs that do not improve.
The Educator Preparation Reform Act would also support assessments to measure teacher readiness for the classroom. States and teacher preparation programs that implement these teacher performance assessments would be able to report on the outcomes on these assessments rather than on the current teacher licensing exams.
Finally, the Educator Preparation Reform Act makes important changes to the TEACH Grant program to focus on students who have committed to pursuing teaching in programs that meet the quality standards for performance set by their state. Eligibility for grants would be restricted to the final two years of a teacher preparation program. In this way, we will reduce the number of TEACH Grant recipients who are required to pay back their grants as loans because after a few semesters they decide that teaching is not for them. Institutions that are identified as low-performing in their state will not be eligible to offer new TEACH Grants to their students.
Our focus on the educator is essential, now more than ever before.
Every day, in schools and classrooms across the country, hardworking teachers, principals, and support staff work to spark innovation and prepare our students to meet the challenges of tomorrow.
We can help them today, by passing the Educator Preparation Reform Act and ensuring that educators in the classroom are well-prepared to enter the profession and the best and brightest are ready to serve where they are needed the most.
Michael Honda is a Democratic U.S. representative from California, and Jack Reed, a Democrat, is the senior senator from Rhode Island.
Teacher education has been under siege in the last few years, the first line of attack in the growing criticism and more aggressive regulation of higher education.
Most recently, the U.S. Department of Education proposed — in a highly contentious negotiated rule-making exercise — to use test scores of graduates’ students to evaluate schools of education, despite the warnings of leading researchers that such scores are unstable and invalid for this purpose. Furthermore, in an unprecedented move, the department would limit eligibility for federal TEACH grants to prospective teachers from highly rated programs, denying aid to many deserving candidates while penalizing programs that prepare teachers for the most challenging teaching assignments.
This was only the most recent example of how education reformers have made teachers and teacher education a punching bag, painting those in the entire field as having low standards and being unwilling to accept responsibility for the quality of their work.
However, teacher educators from across the country are stepping up to create new, more valid accountability tools. An important part of this effort is the spread of the edTPA, a new performance assessment process that examines — through candidates’ plans, videotapes of instruction, evidence of student work and learning, and commentary — whether prospective teachers are really ready to teach. As highlighted recently in The New York Times, the assessment focuses on whether teachers can organize instruction to promote learning for all students, including new English learners and students with disabilities, and how they analyze learning outcomes to create greater student success.
This new assessment was developed by a team of researchers and teacher educators at Stanford University, of which I have been privileged to be a part, working with teachers and teacher educators across the country. The American Association of Colleges for Teacher Education (AACTE) helped to coordinate higher education involvement. Ultimately, teacher educators and state agencies in 24 states and the District of Columbia formed a Teacher Performance Assessment Consortium (TPAC) to develop and test the assessment. Today, about 160 colleges of education are field-testing the assessment, with the goal of transforming initial licensure, improving teacher education, and informing accreditation.
This may be the first time that the teacher education community has come together to hold itself accountable for the quality of teachers who are being prepared and to develop tools its members believe are truly valid measures of teaching knowledge and skill. Unlike other professionals, teachers have historically had little control over the tests by which they are evaluated. This rigorous, authentic measure represents a healthy and responsible professionalization of teacher preparation.
The edTPA is built on the portfolio-based model teachers developed two decades ago through the National Board for Professional Teaching Standards, and on additional work by California educators since 2002, coordinated by staff at Stanford. Teacher educators from more than 30 traditional and alternative programs helped develop the Performance Assessment for California Teachers (PACT) as the basis for an initial license. The PACT is scored in a consistent fashion by faculty members, instructors, supervisors, cooperating teachers, and principals in partnership schools. It provides vivid evidence of what beginning teachers can do, as well as useful information for guiding their learning and that of the programs themselves.
The assessment puts aside the tired arguments about which pathways to teaching are better and, instead, evaluates candidates on whether they can meet a common standard of effective practice. Unlike most current teacher tests, scores on PACT have proven to predict the capacity of candidates to foster student achievement as beginning teachers.
California programs have found the assessment so helpful in guiding and improving their practice — and that of their candidates — that they have continued the work on their own dime, even when promised state funds disappeared. One California teacher educator put it this way: "This experience has forced me to revisit the question of what really matters in the assessment of teachers, which in turn means revisiting the question of what really matters in the preparation of teachers."
As a teacher educator in California who uses the PACT, I agree with this evaluation. It has focused our candidates and program on what it means to teach effectively and it has improved our collective work. We now rely on it as a central part of our ongoing program improvement efforts.
A national version of the assessment process was started as interest spread across the country. First, a teacher educator from the University of California at Santa Barbara moved to the University of Washington and took the PACT with him. Faculty at the University of Washington liked the assessment so much they adopted it and talked about it to others in the state, who also got engaged. Ultimately, the state of Washington proposed building a similar model to use for beginning licensure. California educators also got jobs in other states and took the idea with them. Teacher educators from other states asked to be part of the project and urged the National Council for Accreditation of Teacher Education as well as their own state agencies to look at edTPA because they believe it measures their work more accurately than many other approaches currently on the books.
Meanwhile, AACTE coordinated information sessions and conversations. Ultimately, a group of teacher educators from across the country decided to create a national version, recruited Pearson as an operational partner to manage the large number of participants, and when it came time to field test the assessment, the interest grew to 22 states, 160 institutions of higher education, and more than 7,000 teaching candidates participating in the TPA field test
Demand for edTPA grew so rapidly that support was needed to deliver it to campuses and states that asked for it. Stanford chose Evaluation Systems, a long-time developer of state teacher assessments that is now part of Pearson, to provide support for administering the assessment. As the administrative partner for the National Board’s portfolio assessment as well, Pearson brought the experience, capacity, and infrastructure to deploy the edTPA to scale quickly, so that the field would not have to wait to see the benefits in the classroom.
During the field test, an instructor at a Massachusetts college made national news when she challenged the assessment as corporatization of the teacher education process that replaces the relationship between instructor and students. Nothing could be further from the truth. Instructors and supervisors continue to teach, observe, support, and evaluate candidates, as they always have. The assessment – which allows teachers to be evaluated authentically in their own student teaching or internship classrooms teaching curriculums and lessons they have designed – focuses attention on the kinds of things all beginning teachers need to learn: how to plan around learning goals and student needs, how to engage in purposeful instruction and reflect on the results; how to evaluate student learning and plan for next steps for individual students and the class as a whole.
Like assessments in other professions, such as the bar exam or the medical boards, the edTPA is a peer-developed process that evaluates how well candidates have mastered a body of knowledge and skills, and a tool that teacher educators and institutions of higher learning can use to develop their programs. It does not restrict or replace the judgment of professionals in designing their courses and supervising their candidates, as they always have. It adds information about the candidate's performance to supplement those judgments. The edTPA scorers are themselves experienced teacher educators and accomplished teachers in the same fields as the candidates being evaluated, many of them from the programs participating in the assessment.
In fact, the field test has engendered considerable excitement at most universities, where conversations about how to prepare teachers have deepened. Amee Adkins, a teacher educator at Illinois State University, says, "[edTPA] provides something long overdue in teacher education: a clear, concise, and precise definition of the core of effective beginning teaching. It takes us a step further than other professional licensure exams because it goes beyond knowledge and judgment and examines actual candidate performance."
Vanderbilt University’s Marcy Singer-Gabella notes that faculty at the eight Tennessee universities piloting the assessment say that working with edTPA has led to more productive conversations about teaching practices and how to develop them. She adds: "At Vanderbilt, where we have used [edTPA] data to make changes, our candidates are better prepared and more skilled, according to school principals and teachers."
And the candidates themselves report that the TPA has helped them develop the habits and routines for planning, assessing, and adjusting instruction that allow them to succeed and keep learning as they teach. By comparison, as one put it, the teacher evaluation systems in their districts are “a piece of cake.”
In the context of the current debates about teacher education quality, it has been inspiring to see educators step up and accept the challenge to create something better, rather than merely complaining about narrow measures that do not reflect our highest aspirations. The best hope for significantly improving education at all levels of the system is for educators to take charge of accountability and make it useful for learning and improvement.
Linda Darling-Hammond is the Charles E. Ducommun Professor of Teaching and Teacher Education at Stanford University.
After a panel fails to reach consensus, the U.S. Education Department will have a free hand in writing regulations that affect whether students in teacher preparation programs can receive some forms of financial aid.
WASHINGTON -- A Senate bill that would encourage the growth of alternative training programs for teachers and principals, some of which would not be based at colleges or universities but would have the authority to give certificates considered the equivalent of master’s degrees, has come under fire from higher education organizations that argue Congress should focus on higher education institutions in efforts to improve teacher quality.
“I do not know very much about painting, but I know enough to know that the Art teacher did not know much about it either and that, furthermore, she did not know or care anything at all about the way in which you can destroy a human being. Stephen, in many ways already dying, died a second and third and fourth and final death before her anger.”
So wrote Jonathan Kozol in Death at an Early Age, the 1967 exposé of American public education drawn from the author’s hands-on work as a substitute teacher. Forty years later, I hear echoes of the young Kozol in regular e-mails from my recently graduated Georgetown University students who are teaching in public schools all across the country.
For example, last year Kristen Hutchens recounted a time when a 7th grader named Hernando stood up in her Washington Heights classroom and shouted, “School is for white people,” a plaintive cry given the 49 percent high school completion rate for New York State Latinos. Hanseul Kang described Native American high school students in Thoreau, N.M., who couldn’t care less about failing classes given the endemic poverty engulfing them. Emily Conger wrote about how it took her the good part of each morning just to calm down the chronically angry Baton Rouge first-graders she was trying to teach.
Kristen, Hanseul and Emily all worked in Teach For America (TFA), the 16-year-old program through which can-do college graduates teach some of America’s neediest public school students. In the last three years, more than 30 young Georgetown graduates I’ve taught or mentored have taken this path. All have been challenged very deeply in multiple ways. As I hear about their work, the victories and the struggles, the problems they see and the personal limitations they feel, it has become clear to me that now is the right time for higher education and Teach For America to work together in a more formal partnership.
For higher education, a new relationship makes sense for a number of reasons. TFA has an outstanding and altruistic mission. It has achieved demonstrably powerful results while maintaining a commitment to continuous evaluation and improvement. With a growing force of 4,400 idealistic graduates preaching and embodying the power of college in underserved communities across the country, TFA may help higher education address one of great challenges of our future -- the shocking reality that only 1 in 17 children from families earning less the $35,000 per year will earn a college degree by age 24.
Teach For America is also important for higher education because of the impact it's having on many campuses right now. With 19,000 applicants last year, the organization is clearly connecting with our students’ personal and civic values. At Georgetown, 8 to 9 percent of last year’s graduating seniors applied to TFA -- more than applied to medical school. As a result, TFA is the No. 1 employer of members of our class of 2006. We need to take this phenomenon seriously and see how we can support our students’ aspirations.
We also need to take seriously the complexity and difficulty of the experience our students have once they get started in TFA. The young women and men who write to me describe the first year as a baptism-by-fire in which past achievements count for nothing, and success, writes former San Jose teacher Joanna Belcher, requires “every ounce of energy and intellect.” As brand-new teachers, they have to figure out how to teach and how to maintain order. They often need to create materials and even curricula from scratch. Most of their students test well below grade level; some have trying or desperate needs.
And then there are the dilemmas: What to do when students won’t even try to cooperate? When school lunches taste so bad that hungry kids won’t eat them? When the children see broken-down buildings as symbols of how little society values them? Hard-working and sleep-deprived, obsessed with helping their children, my former students brood over such questions and sometimes chastise themselves for not making a fast-enough impact.
As I listen to young people who I’ve taught and know well, even as they struggle, I see so many different ways that they’re growing. In Roma, Tex., Steve de Man showed the initiative to raise $42,000 to bring two groups of 40 middle school students to visit the nation’s capital. In the Mississippi Delta, Mike Griffin demonstrated the flexibility and perseverance to teach extremely well after being assigned to a new school midyear. Nicole Benvenuto and Grace Tse were able to see the beauty in individual victories. Joanna Belcher learned to draw upon the resources of others at her school to become an even better teacher.
Elena Romerdahl found a hero in her New York City principal. Marya Murray Diaz developed an intellectual love for critical pedagogy and its implications for her outreach to working class parents. Last summer, Joseph Almeida described how his fifth grade class in Washington Heights gained 1.5 years in reading growth and also exceeded its 80 percent math content mastery goal, concluding, “It was incredible to see their transformations and the power that the acquisition of knowledge had on their self-esteem and continually improving academic performance.”
One of my favorite stories concerns Sophia Pappas, who entered in 2003. Right from the start, her Newark elementary school principal complained that he didn’t want her, and in October she was summarily fired. With rent to pay and no other job, she spent the rest of that year working in TFA’s New Jersey office. Many would have decided to move on at that point, but instead Sophia chose to start over the next fall teaching pre-K at a different school. For the next two years she taught brilliantly and immersed herself in her students’ lives, winning teaching awards. Having now completed the two-year TFA term, Sophia is staying at her school for at least one more year before starting graduate study in education policy.
As a professor, I love the fact that TFA believes in my students, and it lifts me to watch those I have taught rise to its demands. There’s no question that some of the formative experiences they have in the program will shape them for a lifetime, the way Jonathan Kozol’s shaped him.
That said, when I reread the e-mails I get from the front lines, it’s clear that some beginning teachers could use more preparation and more intensive on-going support. I have especially heard this from first-year teachers placed in special education or limited English proficiency classrooms. Such problems are compounded when new teachers get assigned to schools where the administration can’t support them or may not even want them.
While these difficulties affect a minority of Corps members, they could worsen with the organization’s plan to expand from 4,400 teachers this year to 7,500 in 2010. This is another reason why higher education needs to sit up and take notice. Frankly, these growth plans only make sense if the organization can recruit and support an even larger cohort of exceptional graduates determined to transform young lives. I’m not sure TFA can do this alone -- which brings me to some of the ways higher education might reach out in partnership.
First, we should help more undergraduates qualify themselves to be accepted -- not because we necessarily prefer TFA over other options, but because significant percentages of our seniors clearly do. We might expand community-based learning courses, student research opportunities, and leadership development programs. We might partner with TFA to help undergraduates learn early what it will take to get selected -- maybe even by giving them teaching internships with current or former Corps members. We also should evaluate our current university-run youth programs to make sure they’re in sync with the schools’ curricula and benchmarks. There’s no reason we can’t teach college students how to develop work plans to bring the children they’re mentoring up to or beyond grade level; maybe TFA and its leading feeder campuses could work together on this and thereby strengthen the applicant pool.
Second, as the Princeton University English professor Jeff Dolven has observed, colleges and universities could make a big impact by extending new resources to our teaching alums -- all teachers, not just Corps members. Perhaps we could provide access to free or reduced cost textbooks, class materials, library resources or summer courses. We might identify professors willing to serve as intellectual mentors or discussion leaders for chat rooms. We could certainly bring these teachers together for workshops, symposia, or opportunities to reflect and reconnect. The first year of teaching can be so bracing, and so lonely. Creating networks for problem-solving, dialogue, and dreaming is both the right thing to do and the smart thing to do.
The idea of working with TFA will be controversial in some quarters of higher education, because the model has its detractors. Some question whether freshly minted college graduates are the best fit for the high-stakes classrooms of distressed school districts. Another concern is that the two-year TFA term requires struggling schools to spend too much time mentoring new teachers and managing turnover. A third is that the program is growing too quickly.
These are fair and important concerns. TFA has good answers to each of them, pointing to students test scores, principal satisfaction and the high caliber of recruits. I would argue -- and I’m confident TFA would agree -- that these are perennial quality issues and not one-time questions to resolve. So, a third area of potential collaboration might be the establishment of a new TFA advisory board of faculty, alumni, students and university leaders to look at such issues, year in and year out, and bring the resources of universities to bear on those areas that give concern.
Higher education, Teach For America, and the schools that TFA serves have a lot to gain from a new partnership. Of course, thousands of our own students and alumni already know this. This generation of young graduates has responded to the American ideal of equal educational opportunity with a sense of urgency, and don’t want the children sitting before them, right now, to die at an early age. Our teaching alums remind us that creating opportunity for children is everybody’s job.
Daniel R. Porterfield
Daniel R. Porterfield is vice president for public affairs and strategic development and an assistant professor of English at Georgetown University.
American colleges and universities hold dear their independence, not only from government but from each other. Each college and university, irrespective of its sources of support, perceives of itself as self-contained, free to define its mission and to control its own operations. Competition rather than cooperation among them is expected in the intense search for students, dollars and prestige. While common understandings on mutual obligations do exist, none rise to the level of a sense of shared national purpose.
There does exist an overriding purpose that all should openly share -- the care, feeding and reform of elementary and secondary education in America. A growing consensus among scholars and practitioners is that the most important element in student success is the teacher and the most important element in school success is the principal. Who prepares the teachers? Who prepares the principals?
Many, if not most, academics may plead innocence for the inadequacy of the public school system on the ground that their teaching and research obligations do not involve elementary and secondary school issues. But how many have lamented the inadequacy of their students’ academic skills and blamed the performance of elementary and secondary education for their deleterious impact upon higher education?
Who or what is responsible for the disappointing portrait of America’s system of public elementary and secondary education? Multiple answers are typically offered: Uncaring parents, uninspired teachers, unqualified principals, selfish teachers unions, corrupt politicians, partisan school boards, politically harassed superintendents and disgraceful school buildings. Social ills such as poverty, racism and drugs are in the mix as are the debilitating impact of television and twittering. We blame the lack of money but that collides with data showing that many poor performing schools and school districts spend more per student than good schools.
What is missing from this litany of the obvious? The free pass being given to higher education.
How did we get to this perverted assignment of blame to those at the end of the educational chain who are totally dependent upon the existence and products of the top of the chain? Who is preparing the teachers, principals, superintendents and most school board members who form the key ingredients for educating our children?
What you have heard, when we address it at all, is widespread condemnation of schools of education, treating them as weak spots while all the other departments and disciplines in the university, teaching the same students, share none of the blame. Incompetent or unsuitable teachers? Well that’s the fault of schools of education, right? Students in other programs or professional schools are considered products of the whole university’s efforts but, apparently, education students emerge as a tabula rasa who reflect no benefit from their relationship to the rest of the university.
You don’t have to dig too deeply into the literature on schools of education to find a pattern of criticism, much of it related to the perception that such schools emphasize teaching methodology instead of subject matter competence. Who is supposed to teach how to teach children to read, write or do arithmetic? And who is to teach what to teach if not the scholarly disciplines? How many liberal arts departments offer courses sensitive to what an elementary or secondary teacher would find useful? Instead, even introductory courses are usually geared to the production of majors with little if any idea about what is actually taught to children. A faculty member who espoused that his or her department make that part of its agenda would be viewed as a pariah, out of step with the department’s academic discipline.
Another favorite of critics is that education programs attract and accept students with lower qualifications than other liberal arts programs. This allegation is questionable and irrelevant, since the prospective teacher must pass all requirements of the academic disciplines to earn a degree. Debate rages about whether teachers need unique educational credentials to teach or, instead, if we should open the profession to people with other training who desire to enter the teaching profession. Still, it is expected that such people will take some traditional educational methods courses.
The history of the training of school teachers in this country is instructive. The early colleges and universities stressed classical education for the learned professions (clergy, law, medicine), but teacher education was not considered part of the mission. Public elementary education was sporadic and geared to the needs of an agrarian society.
Teachers were unlicensed and poorly compensated. Not until the late 1830s were public “normal schools” established to provide post-eighth grade education to prepare primary school teachers and to establish “norms” for schools. By the beginning of the 20th century, school systems grew and stabilized, secondary education expanded and many normal schools extended their curricula to agricultural and vocational training with some liberal studies. Only after World War II and the enormous population boom did the United States approach the idea of universal secondary school education, an idea that is not yet realized in graduation data.
With those developments, normal schools developed into the four-year “teacher colleges,” the earlier format of the “state normal colleges” which evolved into the “state colleges” and, during the 1950s and 1960s, to the numerous regional state universities, typically named according to location in the state -- “eastern, western, northern, southern and central.”
At each step of this astonishing growth of higher education in America, teacher training slipped in status as a lesser-regarded area of study. Though prospective teacher enrollments remained high, they served as the proverbial “cash cows” with lesser qualifications for entering the teacher education programs and education faculty salaries lower than for other growing disciplines.
It happens that I was twice part of the morphing of the normal school, teacher college, and state college into a regional state university, with a diminished role for teacher education within the growing university. I can recall the overall atmospherics of a community rooted in the training of school teachers. Whatever subject matter you taught, you knew that most of the students in your class were prospective teachers. Many departments were involved in curricular discussions with teacher education units to coordinate substantive subject matter with teaching methodology and to advise students on suitable courses to meet state and school district requirements.
Subsequently I became the dean of a newly established college of arts and sciences at a former teacher’s college and there experienced the unraveling of longstanding faculty and curricular arrangements as general education programs overtook the focus usually allotted to the preparation of teachers. At both universities, the gradual separation of teacher education from the central mission of the institution reflected new directions for higher education in America.
There are now so many alternative routes to become a teacher without teacher education certification that the teacher education units are further diminished. For example, avenues are available for teaching positions in private schools, charter schools, through national programs such as Teach for America, and special accelerated courses for persons holding any undergraduate or professional degree who would like to try teaching. Elementary and secondary teaching was viewed largely as “women’s work” until opportunities for women opened in all realms of professional and business life, suggesting that more academically talented women populated schools of education than do so now.
What would it take to mobilize higher education to assume more responsibility for the preparation of teachers? Here are three suggestions:
First, all major college and university associations should declare in concert with their membership that, in the national interest, the preparation of teachers will receive the priority treatment usually accorded to showcase programs or schools. This could mean, for example, that all would agree to raise the requirements for admission to education programs along the lines used for special undergraduate honors or other selective programs and at the graduate level to law, medicine or business. Such unprecedented action would be contrary to higher education’s penchant for institutional and programmatic independence, making it all the more dramatic and establish the preparation of elementary and secondary teachers and principals as a core value of higher education.
Second, all academic departments should work in concert with education faculty to maximize the marriage of subject matter with methodology for teaching elementary and secondary students. Many universities have participated in both academic and social programs to assist local schools. Such programs are usually remedial in character, limited in scope and disconnected from higher education’s overall relationship to the plight of the schools. To connect would require acknowledgment that in the case of children and adolescents, subject matter competence of teachers is not sufficient. What counts is some standard for what should be taught and recognition that teaching methodology can and should be taught. Such alliances are beginning to make some headway in numerous colleges and universities, and their activities should be studied and publicized. Especially hopeful is the release in June 2010 of a set of national standards for elementary and secondary education by the National Governors Association and the Council of Chief State School Officers to prepare students for college. Many college officials say that they will train teachers to meet the standards.
Third, in order to maximize the use of limited resources, a return to the concept of the teacher colleges with their combined dedication of subject matter and methodology should be explored. Colleges and universities with small education programs could use existing consortium arrangements, or establish new alliances, to share a free-standing teachers college that joins their education and special subject matter faculty and to which they will send undergraduate and graduate students preparing for teaching and administrative posts. Properly executed, with serious attention to recruiting high quality students, faculty, and research scholars, the diminished prestige of teacher education programs could be raised to the essential place that they should have among the learned professions. It is likely that such experiments would be attractive to major private foundations, with eventual benefit to colleges and universities, and to local business groups eager to repair perceived weaknesses of elementary and secondary schools in their communities.
Henry Wyman Holmes, the inaugural dean of the Harvard Graduate School of Education, 1920-1940, stated some 80 years ago that "the training of teachers is a highly significant part of the making of the nation." He called for "a more serious conception of the place of the teacher in the life of the nation,” urging educational and political leaders to join him in "changing the systems that support poorly trained, paid and esteemed teachers." He found few supporters. To realize Holmes’s efforts to raise teacher education to higher professional levels, leaders in teacher education formed the Holmes Group, renamed the Holmes Partnership, to encourage linkages among education professionals and with liberal arts departments, still seeking the same goals.
Others, notably in the political world, are putting pressure on schools at all levels. Congress enacted the “No Child Left Behind” program emphasizing testing and assessment of learning. The U.S. Department of Education has put more rigorous requirements on teacher education accrediting bodies and is using “Race to the Top” funds to encourage both program and personnel changes for failing school systems. Another notable development is the aggressive initiative of private foundations, such as the Bill & Melinda Gates Foundation and the Lumina Foundation for Education, to promote improvements in the teaching profession. Increased action by political and private power centers should be expected.
To avoid further loss of treasured higher education independence, remediation of teacher education should begin with higher education’s role in the decline of the schools. This calls for shoring up their teacher education programs and awakening the traditional academic departments to their responsibilities for the education of teachers.
American colleges and universities are the envy of the world for their excellence in so many endeavors. As the population grows and diversifies and technology poses enormous challenges, we need to concentrate on the ingredient that makes continuing achievements possible -- the education of children. This is one obligation we should openly share that can provide that sense of shared national purpose so lacking in higher education.
Milton Greenberg is professor of government emeritus at American University, where he served as provost and interim president.