August 7, 2016 Comments (0) Uncategorized

New York City Teacher Training Programs Graded on Quality

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Teacher training colleges in Nyc aren’t just instructing students regarding how to grade students — they’re?getting grades of their own, courtesy of the Bloomberg administration. Mayor Michael Bloomberg has turned his penchant for quantifying performance for the schools charged with training future instructors, after releasing scorecards outlining the performance of 12 teacher training programs across the city.

The ratings derive from elements like the number of graduates specializing in special education instruction and student performance on standardized tests. Bloomberg’s efforts to place such data to make use of to evaluate the quality of instruction programs puts him consistent with education officials within the Obama administration who\’ve long claimed that poor quality teachers colleges were a primary reason why American students lagged compared to their international peers.

The release of the scorecards places the city at the forefront of a national effort, backed by the Obama administration, to use data to upend the teaching profession and also the pathways into it. Critics have said subpar teaching programs?too often hamper school systems, churning out graduates acquainted with theory but without practical classroom skills. A study?by the?National Council on Teacher Quality?released in June argued that teaching colleges were too lenient within their admissions criteria and had not adequately prepared teachers in subjects like reading, math and science.

What the scorecards don’t consider is prestige and national reputation. For instance, Columbia Teachers College, one among the best in the united states, was outperformed on several key measures through the much more modestly known City College of recent York. Specifically, 1 in 5 Columbia graduates rated poorly for his or her contribution to improved test scores; only 10% of CCNY graduates did likewise.

According to Javier C. Hernandez from the New York Times, the aim of the scorecards is to start a conversation about where institutions that contribute to the quality of education in the city stand it relation to one another.

Those charged with making up the list were careful to indicate that the data set accustomed to create it was incomplete. However, as the list should not be used as the final rule of thumb of the schools’ quality, it may still be helpful to see, instantly, where some programs are going wrong.

Thomas James, provost of Teachers College at Columbia, said the reports prompted the college to examine how closely its curriculum aligned with city academic standards. He explained the data also spurred interest in increasing the quantity of teachers who pursue certification in special education, where city data showed the school lagged behind its peers.
\”We can easily see more clearly what the greatest needs are,\” Dr. James said. \”The direction we\’re going would be to have more comprehensive and planning.\”

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