Programs will have to report on their graduates’ outcomes, including “job placement and retention, preparedness perceptions of graduates and employers, and student learning outcomes.”
States are told to “assure that teacher preparation programs produce candidates with content and pedagogical knowledge, quality clinical preparation, and who meet rigorous exit qualifications.”
Programs will be rated in at least three categories, effective, at-risk or low-performing.
Most states have been reluctant “to label poorly performing programs as such,” writes Tooley. That won’t change.
The regulations “are not really encouraging a push for excellence, only a push away from deficiency,” she writes. “If teacher preparation programs’ primary focus is on not being bad, instead of trying to be great, then the culture of ongoing improvement that we know we desperately need in our PreK-12 schools, and the programs that prepare educators to serve in them, is unlikely to materialize.”