The Every Student Succeeds Act requires states and localities to seek educators' expertise when crafting new policies, but it gives few details on how to do so. LFA has proposed ...
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Editor's Note: Our guest blogger today is Derryn Moten. Derryn is a Professor of Humanities and Co-President of the Faculty-Staff Alliance at Alabama State University. He serves on the AFT* Teacher Preparation Task Force, which recently released a report entitled “Raising the Bar: Aligning and Elevating Teacher Preparation and the Teaching Profession.” Here, he shares his thoughts on why this report is so important.
What will it take to ensure that all new teachers are prepared to teach a diverse student body in the rapidly-changing 21st Century? I teach at a historically black university with the oldest state-supported college of education in the nation, so I’m very interested in having an open dialogue about how to answer this question. Those of us who collaborated on the AFT’s recent report, Raising the Bar, are all striving to answer that question, too.
Our work on this report was guided by two assumptions. First, if teacher preparation matters, then assessing student teacher performance throughout their matriculation in teacher training programs matters. Likewise, to paraphrase AFT President Weingarten, teacher preparation standards should be done by us rather than done to us. Our schools of education have graduated many wonderful teachers, whose service to the nation’s students is of immeasurable value. But in order to help the next generation of teachers reach their fullest potential in their work with students, we must make sure our teacher preparation programs are of consistently high quality, and we as educators must reclaim ownership of ...