Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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8 Conclusions, High-Priority Issues Requiring Immediate Action, and Research Agenda
8 Conclusions, High-Priority Issues Requiring Immediate Action, and Research Agenda
Pages 185-200
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3. In light of the current and anticipated structural changes in the teacher workforce, how can effective models, programs, and prac tices for teacher education (including principles of deeper learning)
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education policy contexts combined with an increasingly diverse student population have altered expectations for what teachers should be able to do in their classrooms. These changes are also compounded by states that may have recently adopted and are in the process of implementing newer rigorous national content standards that move from a sole focus on demonstrating understanding of concepts to also asking students to also demonstrate proficiency in disciplinary practices that require them to use their knowledge (see Chapter 3)
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From page 187... ...
The Teacher Workforce Chapter 4 provides an overview of the trends in the teacher labor market, highlighting some of the issues that arise with staffing different types of classrooms for schools in different labor markets that serve different kinds of students. Overall, it is clear that national statistics mask the dynamics of the labor markets and the ability of teacher preparation programs to respond at the state and local level.
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Teacher Education in Response to Changing Expectations Creating classroom learning experiences that respond to more rigorous content standards while promoting the success of all students regardless of
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This is attributed in part to the variability in the pathways and program models of teacher preparation programs, making it difficult to decipher what was "actually" taught and the accuracy with which it is subsequently measured in student learning. Whereas it is difficult to assess the causal impact of programs on teacher candidates given the wide array of programs (including increasing prevalence of online programs)
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Overall, it is difficult to assess the causal impact of teacher preparation programs. CONCLUSION 11: Features of the school and district context in which teachers do their work matter greatly for teacher retention, for teachers' attitudes about their work, and for how teachers' preservice and inservice experiences translate into effective classroom instruction.
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The amount and frequency of professional development is not neces sarily related to student learning outcomes; the impact depends on the quality of the professional development. HIGH-PRIORITY ISSUES REQUIRING IMMEDIATE ACTION While reports from the National Academies of Sciences, Engineering, and Medicine often provide explicit recommendations to the field, here the committee declined to prescribe specific actions for specific education stakeholders to pursue due to a number of different concerns.
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Mapping Teacher Preparation to Teacher and Student Outcomes Within each of these issues, the committee offers a set of considerations that policy makers and others should attend to in order to make decisions for their specific contexts. Preparing Teachers to Meet Changing Expectations From the evidence presented throughout the report, it is clear that ensuring teachers have adequate preparation and learning experiences across their careers is paramount for helping teachers meet the changing expectations for them.
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Given the variability that exists at a local level, it is important to consider the types of professional development opportunities that teachers have access to and how those offerings map to the local needs of the schools. For example, if the schools have a large number of English learners, it would likely be beneficial for teachers to have access to opportunities that allow for a deeper appreciation of the students' cultures and experiences while also learning strategies that facilitate content learning and language development.
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A number of different considerations that need to be taken into account when ensuring the retention of teacher candidates of color in a program. One major issue requiring immediate attention is the financial burden associated with becoming a teacher, such as program costs, expectations that preservice teachers will complete unpaid clinical experiences, and other barriers.
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, the provisions for integrating coursework preparation and field experience, the timing and nature of student teaching, the courses in pedagogy and academic subjects that are required, teacher candidate evaluations, and placement of teacher candidates. Systemic collection of these data could allow for a deeper understanding of what goes on inside particular teacher preparation programs and could identify aspects of the program that are beneficial for all potential teacher candidates.
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Without allocating some resources for such data system expansions, policy makers will continue to lack information needed to support specific directions for change in teacher preparation. RESEARCH AGENDA Overall, through the consideration of research on the teacher workforce, the changing student demographics, the evolving expectations for student learning, and the contributions of teacher education and professional development, a number of different areas in which the field would benefit from more research have been identified.
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• What are the factors in preservice teacher education that have the most impact on inservice teacher outcomes? RESEARCH AREA 3: Professional Development Outcomes • How can professional development, which may provide a deeper connection to specific concepts, practices, or issues in a discipline, provide opportunities for teachers to connect and adapt learning outcomes to align with the local curriculum in the classroom?
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From page 198... ...
• How can the connections be strengthened between preservice pro viders and inservice teacher education? RESEARCH AREA 5: Teacher Educator Workforce • What are the characteristics of the teacher educator workforce, in cluding but not limited to their demographics, personal character istics, and professional characteristics including their education and credentials, professional experience, teaching ability, and mindsets/ beliefs/worldviews?
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From page 199... ...
. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives.
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