Seven percent of teacher training programs receive a top ranking in National Council on Teacher Quality’s Teacher Prep Review. “With only 1 in 15 programs providing first-year teachers with solid preparation, it is clear we, as a nation, have a long way to go if we are going to do right by teachers as well as their students,” said Kate Walsh, NCTQ’s president.
NCTQ recommends setting higher standards for teacher candidates, making it tougher to be recommended for licensure and holding teacher training programs accountable for the effectiveness of their graduates.
American schools need better teachers, so let’s make it harder to become one, argues Amanda Ripley in Slate. The “world’s smartest countries” treat teacher selection and preparation “the way we treat the training of surgeons and pilots,” she writes. Some U.S. states are raising standards for teacher education programs.
Rhode Island, which once had one of the nation’s lowest entry-bars for teachers, is leading the way. The state has already agreed to require its education colleges to admit classes of students with a mean SAT, ACT, or GRE score in the top one-half of the national distribution by 2016. By 2020, the average score must be in the top one-third of the national range, which would put Rhode Island in line with education superpowers like Finland and Singapore.
Sonja Stenfors, 23, is a teacher-in-training from Finland, worked as a classroom aide for a year to raise her odds of getting into a teacher-training program, writes Ripley. Only 10 percent of applicants are accepted.
After three years at a Finnish university, Stenfors is studying at the University of Missouri–Kansas City. “Here it’s not cool to study to be a teacher,” she wrote in Finnish on her blog. “They perceive a person who is studying to be a teacher as a little dumber.”
The University of Missouri–Kansas City admits two-thirds of those who apply, writes Ripley. There is no minimum SAT or ACT score. Students have to have a B average, sit for an interview, and pass an online test of basic academic skills.
They do two semesters of student teaching, compared to Senfors’ four semesters in Finland, and receive “less rigorous, hands-on classroom coaching from experienced teachers.”