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February 28, 2000
Success of teacher education
impacts future of the university!
By Amy Williams, Assoc. Editor
FRESNO -- In Chicago, last weekend, The National
Council for the Accreditation of Teacher Education [NCATE]
held a crisis meeting on an urgent topic. What was it, Teacher-training
programs and the lack of impact on student learning.
The importance of the meeting and
the topic is underscored as lawmakers' across this nation push
to hold Schools of Education accountable for the performance
of the school teachers they train. In a quick move to quite public
concern, Schools of Education are desperately searching for ways
to require faculty members in the Arts and Sciences to
share responsibility for the sad state of teacher education.
About 400 people attended the
American Association of Colleges for Teacher Education
session in which NCATE announce new standards to apply to
all programs seeking accreditation beginning in 2001.
The Educational Testing Service
representatives attending the session announced that it is adapting
academic-subject exams to accommodate the new accreditation standards.
Some policymakers also have asked
whether other entities, such as states or private companies, could
do a better job of training teachers. Congress has required teacher-education
programs to report how many of their graduates pass certification
exams and ordered states to rank colleges based on those results.
Ironically, NCATE panelists expressed
concern over what to measure and that adapting teacher-training
curricula to state standards for Schools of Education would
make those curricula too narrowly focused on just passing the
Presenters at the session admonished
professors of teacher-education to change their course content
to focus on what their students actually learn and to set examples
of how to learn and teach course content instead of letting students
sort themselves out according to the laws of probability.
©1958-2001 Bulldog Newspaper Foundation.
All Rights Reserved.
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