Around the World Preparing Teachers - ETS Home

1 POLICY. INFORMATION Preparing Teachers REPORT. Around the World Research and Development Policy Information 88503 023480 U73E6. 997443. Center CONTENTS. Preface .. 2. Acknowledgments .. 3. Executive Summary .. 4. Introduction .. 8. Some Previous Research on International Comparisons .. 11. A Model of teacher Education and Certification Policy .. 14. Selection Criteria .. 15. Survey Methodology .. 15. teacher Education .. 16. This report was written by: Governance .. 16. Providers of teacher Education .. 16. Aubrey H. Wang Entry Requirements: Undergraduate Level .. 17. Ashaki B. Coleman Entry Requirements: Graduate Level .. 19. Richard J. Coley Mathematics and Science teacher Education Curriculum.

2 19. Richard P. Phelps Exit Requirements .. 21. Educational Testing Service Practical Experience .. 21. Degree Earned .. 23. The views expressed in this report are those of the authors and do not teacher Certification .. 24. necessarily reflect the views of the Initial Certification .. 24. officers and trustees of Educational Advanced Certification .. 25. Alternative Certification .. 27. Testing Service. Continuing Education and Support .. 28. Beginning teacher Induction .. 28. Additional copies of this report can be ordered Professional Development .. 29. for $ (prepaid) from: Policy Information Center Mail Stop 04-R Teaching Profession .. 31. Educational Testing Service Hiring.

3 31. Rosedale Road Princeton, NJ 08541-0001 Tenure .. 32. (609) 734-5694 Compensation .. 32. Copies can also be downloaded from: Outcomes of teacher Education: Preparation and Confidence .. 35. Copyright 2003 by Educational Testing Discussion and Conclusions .. 37. Service. All rights reserved. Educational Testing Service is an Affirmative Action/Equal Opportunity Employer. Educational Testing Service, ETS, the ETS logo, are registered Appendix A: Country Demographic Profile .. 43. trademarks of Educational Testing Service. The modernized ETS logo is a trademark of Educational Testing Service. Appendix B: Classification Rubrics .. 44. May 2003. 1. PREFACE.

4 For at least two decades, policymakers and the through more rigorous entry requirements and higher public have been concerned about student achieve- standards. One of the most striking findings is that ment in mathematics and science. In the 1980s, a students in the countries are more likely to have series of reports raised concerns about our ability to Teachers who have training in the subject matter compete in an increasingly global economy with a they teach. population less well prepared than their peers in other The authors present the idea of filters, points in countries. Then, the Repeat of the Third International the teacher pipeline where individuals might be forced Mathematics and Science Study at the Eighth Grade to exit the profession of teaching.

5 They note that some (TIMSS 1999) documented not only the mediocre filters that have come under withering criticism in the performance of students, but also revealed United States, such as teacher education programs and systematic differences in the practices of Teachers in tenure, are accepted and universal practices in the this country compared with that of other nations. comparison countries. Indeed, while some call for the More recently, significant attention has been deregulation of teaching as a means of improving the given to policies governing the supply and quality of teaching force, every high-performing country in this Teachers . Strong debate, together with legislative study employs significant regulatory controls on their initiatives, has focused on the need for nationwide teaching force.

6 While the primary regulatory control standards in licensure testing, the quality of teacher in the United States is teacher licensure testing, other education programs, alternate routes into teaching, countries include controls at additional career points. academic requirements, induction programs, and For more than 50 years, ETS has been involved hiring and tenure practices. In one way or another, with efforts to measure and improve teacher quality. any one of these issues has been viewed as a root cause We are a strong proponent of high quality, research- or possible solution to inadequate teacher quality and based professional development for Teachers at all consequent student performance.

7 Levels (student, beginning, and experienced) and, In Preparing Teachers Around the World , ETS through studies such as this, we aim to inform policies researchers Aubrey Wang, Ashaki Coleman, Richard that will strengthen America's teaching force and Coley, and Richard Phelps take a systematic look at improve our nation's schools. the kinds of policies and control mechanisms that Preparing Teachers Around the World is not meant high-performing countries use to shape the quality of to be a best practices resource, complete with answers the teaching force. They surveyed the teaching policies and solutions. But, while not definitive, the filter model of seven countries whose students performed as well or it describes provides a framework that we can use to better than students from the United States in math- study further issues associated with teacher quality.

8 Ematics and science. The study is exploratory in What is most helpful is that the pipeline is viewed as nature, and no causal explanations can be made but, a system rather than a series of discrete steps. This nevertheless, the findings suggest certain policy paths report offers up the possibility that, as a country with that may be more or less likely to bear fruit. local educational decision-making, we can adopt a This study makes clear that while there is no one variety of systems as long as the outcome is a sufficient way that the best performing countries manage the supply of qualified Teachers who can provide America's teacher pipeline, by and large, they are able to control children with the best education possible.

9 Individuals who enter teacher education programs Drew Gitomer Senior Vice President Research and Development Educational Testing Service 2. ACKNOWLEDGMENTS. This report is the result of the efforts of many people The following individuals reviewed and provided and the authors are indebted to the many contribu- advice about the data collection instrument: Arthur E. tors. First, we wish to thank the following individuals Wise, National Council for Accreditation of teacher from the participating countries who responded to the Education; Joost Yff and Mary E. Dilworth, American survey, provided information and materials, and Association of Colleges of teacher Education; and answered questions from project staff.

10 For Australia, Richard Tannenbaum and Marnie Thompson, ETS. Elizabeth Kleinhenz, Australian Council for Educa- This report benefited from the reviews of tional Research. For England, Joanna Le Metais and the following individuals: Drew Gitomer, Kelvin Jenny Loose, International Project Development, Gregory, Mari Pearlman, and Marnie Thompson, National Foundation for Educational Research, and ETS; Bella Rosenberg, American Federation of Teach- Elizabeth McNess, Malcolm Lewis, and Jan Winter ers; Shari L. Francis, National Council for Accredita- from the University of Bristol, Graduate School of tion of teacher Education; and Dan Goldhaber, Education. For Hong Kong, Kit Tai Hau, The Chi- University of Washington.