Improving Quality Teacher Prep Programs in Mathematics
By Dr. William Schmidt, Michigan State University Distinguished Professor, Director of the Center for the Study of Curriculum, and Co-Director of the Education Policy Center
There are few topics in education policy that attract more attention than teacher preparation. Whatever resources we devote to education, and however many policy changes we enact such as the Common Core State Standards in Mathematics, at the end of the day it is teachers that are expected to play the essential role. It is of the utmost importance that we be able to identify what makes a good teacher, and more importantly, that we figure out how we can make people into better teachers. This brings us to the rub: Despite the sincere efforts of many researchers, we still lack a clear-cut understanding of what makes for a high-quality teacher preparation program. The evidence to date is mixed at best that traditional metrics of teacher quality – such as certification scores, higher degrees, experience, etc. – make a difference.
Read More →On the Road to Success with Higher Standards and an Aligned Assessment in Tennessee
By Cicely Woodard, Mathematics Teacher, Nashville Public Schools
“Will this test be multiple-choice?” I heard a student ask as I passed out an assessment to the class. “No. Why do you want a multiple-choice test?” I responded. “Because multiple choice tests are easier,” he said.
I thought about the student’s response, and it was more than merely wanting a simpler test. He knew that in our math class, high level thinking on assessments was an expectation. On assessments, students in my classes were asked to create tables, equations, and graphs that modeled real, relevant situations. They may have been invited to select from responses, but an explanation eminently followed. They would get the opportunity to construct answers on their own. Students knew that they would justify their thinking and critique the reasoning of others. They knew that they would get a chance to problem solve, analyze, reason, and write. My student’s definition of easy was simply bubbling in the right answer and remain in the easy comfort zone of a low-level, multiple-choice test.
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