Investigating the Influence of Standards A Framework for Research in Mathematics, Science, and Technology Education (2002) / Chapter Skim
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5 Teacher Development as a Channel of Influence: How Do Teachers Learn What and How to Teach?
5 Teacher Development as a Channel of Influence: How Do Teachers Learn What and How to Teach?
Pages 49-58
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From page 49... ...
This chapter explores three areas: · Initial Preparation of Teachers . Certification and Licensure · Ongoing Professional Development A range of other considerations are related to teachers' professional development including how schools and districts induct newly certified teachers into the profession; supervise, evaluate, and compensate teachers; provide administrative support and leadership; and establish safe work environments.
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From page 50... ...
Although that full set of conditions must be taken into account to represent the complete story, what follows concentrates on the aspects of teacher preparation and development that have the potential to be most directly influenced by nationally developed mathematics, science, and technology education standards. TEACHER DEVELOPMENT IN THE EDUCATION SYSTEM This section examines how prospective teachers learn mathematics, science, or technology content and pedagogy, how they become eligible for certification or licensure, and how their professional growth is encouraged during their teaching careers.
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From page 51... ...
Such "real world" experiences may provide them with valuable insights into the nature of science, mathematics, and technology. Once enrolled in teacher preparation programs, prospective teachers are exposed to content and pedagogy through required subject matter courses and education courses.5 Due to the organi4 Several groups have issued recommendations regarding undergraduate courses required of prospective teachers.
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From page 52... ...
have set standards for accrediting teacher preparation programs. States employ NCATE or similar criteria in evaluating and approving undergraduate teacher preparation programs and implement accountability systems intended to ensure that institutions adhere to those criteria (Hirsch, Koppich, and Knapp, 2000~.
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From page 53... ...
Part of this attention is focused on teacher content knowledge, where there is concern, for example, that 30 percent of U.S. high school mathematics teachers overall, and a higher proportion of teachers in high-poverty schools, do not have a major or minor in their field (National Center for Educational Statistics tNCES]
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From page 54... ...
In "professional development schools," novice teachers, faculty, and researchers from universities routinely collaborate with experienced teachers in ongoing activities to improve school teaching. School-based professional development may also be designed and facilitated by principals, curriculum coordinators, professional development specialists, or teacher leaders.
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From page 55... ...
HOW STANDARDS MIGHT INFLUENCE TEACHER DEVELOPMENT If nationally developed standards are influencing the preparation of new teachers, there would be increased alignment of policies and practice with the standards. States, districts, and postsecondary institutions would create systems that enable prospective teachers to gain the knowledge and skills needed to help students meet standards-based learning goals.
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From page 56... ...
Recertification criteria and teacher evaluations would focus on evidence verifying the knowledge, skills, and practices advocated by the standards. If standard-based visions of equity are being implemented, teacher preparation programs would prepare prospective teachers to teach in diverse classrooms, and teachers skilled in implementing standards-based education would be distributed so that all learners have access to high-quality learning opportunities.
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From page 57... ...
The next chapter explores the third main channel of potential influence of nationally developed standards within the U.S. educa57
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From page 58... ...
INVESTIGATING THE INFLUENCE OF STANDARDS tion system assessment and accountability. That channel, when combined with the two already considered curriculum and teacher development completes the Framework's mapping of key avenues of influence on policies, programs, and practices within the education system.
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