The Sinking State of Public Colleges of Education: Lessons Learned Without Lifeboats

Abstract

The bow of the flagship is beginning to tip. Unless teacher educators can prove that their graduates are effective classroom teachers, they will not stay afloat in the ocean of accountability that has already encumbered U.S. public schools. In this article one consortium of teacher education leaders' and researchers' nascent efforts to research the worth of the state's public colleges of education are presented. Described are their journey, the distance covered, and the icebergs, so to speak, they have hit. Due to the vastness of this statewide effort, the lessons learned may help inform others as they too embark on similar journeys.

Notes

1.

simple	Proposition 1: Teachers are committed to students and their learning.
simple	Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
simple	Proposition 3: Teachers are responsible for managing and monitoring student learning.
simple	Proposition 4: Teachers think systematically about their practice and learn from experience.
simple	Proposition 5: Teachers are members of learning communities. For more information, see: http://www.nbpts.org/the_standards/the_five_core_propositio

2. For more information about these studies, including methodological information, the survey instrument, and the data pertaining to itsvalidity and levels of reliability, see http://education.asu.edu/projects/t-prep