Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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First, the policy context has shifted such that teachers are increasingly required to attend to new curricular standards, participate in the selection and adaption of instructional materials while also being held accountable for student performance. Second, the diversity of the student population has rapidly changed such that a majority of students in U.S.
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that explore issues related to preservice teacher preparation, inservice professional development, workforce conditions, and the analysis of teacher labor markets. The committee responded to questions grouped in three broad topics: 1.
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In addition, the recent adoption of rigorous national content standards by many states raises the expectations for students' learning, which in turn raises expectations for instruction. These standards move from a focus on demonstrating understanding of concepts to asking students to demonstrate proficiency in disciplinary practices that require them to apply their knowledge to solve authentic problems.
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The strong state role in influencing teacher labor markets results in labor market conditions that vary from state to state and sometimes even from city to city. That said, a common finding across states is that staffing challenges are generally far greater for schools serving low-income students, low-achieving students, students of color, those geographically far from teacher education programs, and in high-needs areas, like science, technology, engineering, and mathematics subjects and special education.
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Creating classroom learning experiences that respond to more rigorous content standards while promoting the success of all students regardless of background is no easy task. Responding to these dual demands is likely to require significant shifts in what teaching looks and sounds like in most U.S.
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A productive and large-scale response to new expectations for teaching and learning will likely depend on relationships established between external professional development providers and school leaders who are involved with overseeing local workplace conditions and learning opportunities. The committee concludes that: CONCLUSION 8: The current landscape of preservice teacher educa tion in the United States exists as a large, varied array of programs and pathways.
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The amount and frequency of professional development are not neces sarily related to student learning outcomes; the impact depends on the quality of the professional development. Although reports from the National Academies often provide explicit recommendations to the field, the committee notes that due to a number of different concerns, it declines to prescribe specific actions for education stakeholders to pursue.
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preparing teachers to meet changing expectations; 2. diversifying the teacher workforce; 3.
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