Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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1 Introduction
1 Introduction
Pages 9-18
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From page 9... ...
Further, given the realities that the population of public school students continues to become increasingly diverse, and given that expectations surrounding what those students should be able to do upon leaving school have changed, another set of fundamental questions remain: Has the teaching workforce kept up with these changes? What do these changing student demographics and expectations mean for the substance of teachers' work?
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who explore issues related to preservice teacher preparation, inservice professional development, and teacher labor markets. STUDY APPROACH The committee met five times over an 8-month period in 2018 and 2019 to gather information about a number of issues that have affected and defined the landscape of the teacher workforce over the past 20 years, including changing expectations for teaching and learning.
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that occur during preservice teacher education or inservice professional development. As part of the search, the committee examined interventions related to a number of
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noted that teachers have the responsibility of applying the standards in the classroom and as such there was a need for strengthening K–12 science teachers' professional learning to support the implementation of rigorous content standards. This was further articulated in the report Science and Engineering for Grades 6–12: Investigation and Design at the Center (National Academies of Sciences, Engineering, and Education [NASEM]
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For example, the third question begins with the phrase, "in light of the current and anticipated changes in the teacher workforce . . . ." The committee interpreted this as an implicit assumption that there have been changes to the teacher workforce, and that these changes necessitate a corresponding shift in what preservice teacher preparation programs should provide. Over the course of the study, it became clear that there have been changes in the demographics of students in the demands placed upon teachers.
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The committee examined the current state of the evidence for teacher education and concluded that the evidence is relatively limited for preservice teacher education programs (see Chapter 5) and is more robust for inservice professional development (PD)
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As a large and comprehensive source of data, SASS covered a wide range of areas including teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, and basic characteristics of the student population. National Teacher and Principal Survey2 After 2010–2011, NCES redesigned SASS and termed it the National Teacher and Principal Survey (NTPS)
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classroom process variables are not connected to student achievement and/or attainment variables. Civil Rights Data Collection, Office of Special Education Programs (OSEP)
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Chapter 5 describes the landscape of preservice teacher education, highlighting the variety of preparation programs and illustrating the varied ways in which teacher candidates are prepared to teach to meet the changing expectations of the K–12 classroom. Chapter 6 describes the landscape of inservice professional development, including the proliferation of professional development programs and providers, emerging forms of professional development, and how these experiences contribute to teacher learning and student outcomes.
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Washington, DC: The National Academies Press. National Research Council.
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