Maybe some of our teacher education programs aren’t producing enough high quality teachers because they’re too busy trying to meet the over 400 reporting requirements demanded by the Federal government. Working out the newest version of those reporting duties and deciding what counts as proof of a high quality teacher education program is being thrashed out now by a federal panel.
As with other aspects of ESEA, it is the establishment and implementation of these Federal rules and regulations where the law actually touches the life and work of schools, students, and teachers. More on this little-known, but critical component at this piece from Inside Higher Education (hat tip to my friends at the Carnegie Foundation for the Advancement of Teaching). Also detailed coverage of the two-day meeting over at EdWeek.
On the one hand, some teacher prep programs have come under increasing (some would argue, burdening) regulation, while most alternative, quick-fix programs receive almost no oversight. These double standards and mixed messages have contributed to the educational inequality in this country. I’d advise those genuinely interested in professional preparation of teachers to watch these rules developments closely.