There is near consensus that teacher-preparation programs need a facelift. Last summer, the National Center for Teacher Quality (NCTQ) released a withering critique of schools of education, characterizing their programs as “an industry of mediocrity.” Recently, the New York Times editorial board called America’s teacher-training system “abysmal” in comparison to other nations’ preparation programs. When Arthur Levine, former president of the Teachers College at Columbia University, studied teacher-prep programs, he found them to be a “troubled field characterized by curricular confusion, a faculty disconnected from practice, low admission and graduation standards, wide disparities in instructional quality, and weak quality control enforcement.”
Given these well-documented struggles of schools of education—with exceptions of course—you might find it hard to believe that every single teacher-prep program in Ohio, save one, received an “effective” rating from the Board of Regents.
But, let’s dig deeper into the content of the Regents’ second-annual Educator Preparation Performance Report released this week. The report, required by state law, provides a wealth of information about Ohio’s teacher-prep programs. Here are the three key things to know about the results.
1.The teacher licensure exams: Everyone passes