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Descriptors:
Preservice Teacher Education; Teacher Education Programs; Information Systems; Phenomenology; Course Content; Preservice Teachers; Educational Experience; Learning Experience; Virtual Classrooms; Interviews; Student Teacher Attitudes; Teacher Placement; Field Experience Programs; Supervisor Supervisee Relationship; Delivery Systems; Technological Literacy; Expectation; Distance Education; Educational Technology

Abstract:
Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teacher Improvement; Teaching (Occupation); Teacher Recruitment; Preservice Teacher Education; Teacher Placement; Teacher Persistence; Incentives; Accountability; Unions

Abstract:
This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author provides a brief assessment of the current state of teaching in America, identifying five core challenges reformers must address if they are serious about improving teacher quality. Second, the author posits a new, broader conceptualization of the teaching profession. Third, the author provides specific recommendations for how to better recruit, prepare, place, incentivize, and hold accountable the teachers America requires. Finally, having recently lived and breathed the Chicago teacher strike, the author concludes with some thoughts about the trajectory of organized labor, and what it might do to support the development of a stronger teacher workforce in America. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Scholarships; Graduate Students; STEM Education; Science Course Improvement Projects; Alternative Teacher Certification; Program Evaluation; Academic Records; Case Records; Student Records; Position Papers; Transcripts (Written Records); Recruitment; Teacher Recruitment; Science Teachers; Teacher Placement; Research Reports; Outcome Measures; Achievement Gains

Abstract:
California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM education, and significant GPA improvement has been observed among Noyce Scholars since last year. The program is also enriched by more research or internship experiences led by faculty of STEM education. Besides improvement of overall student experiences at CSUB, Noyce Scholars graduated from the program have demonstrated their success in supporting student learning at high-needs schools. Two appendixes include: (1) Questionnaire for Noyce Recipients Before Program Completion; and (2) Questionnaire for Noyce Recipients After Program Completion. (Contains 6 figures, 1 table, and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Schools; Teacher Effectiveness; Academic Achievement; Metropolitan Areas; Teacher Qualifications; Case Studies; Disadvantaged Environment; Disadvantaged Schools; Economically Disadvantaged; Teacher Placement; Institutional Characteristics; Educational Policy; Teacher Characteristics; Teacher Distribution; Educational Assessment; Educational Indicators

Abstract:
Most of the low-performing schools and students are in urban districts where poverty is high, where large proportions of students have limited English proficiency, and where students perform poorly on achievement tests. Moreover, urban districts face numerous challenges, including attracting teachers to their schools and optimizing their hiring, transfer, and retention policies so that they bring the best available teachers to the classroom setting. What's now needed is an understanding of how schools differ on the qualifications of their teachers and the mechanisms driving these differences. In this article, the authors use the Detroit metropolitan region as a case study in order to (1) determine whether there is teacher sorting across schools and districts, and (2) identify which schools and districts have the least qualified teachers. (Contains 12 tables and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teacher Evaluation; Praxis; Academic Achievement; Program Evaluation; Teacher Education Programs; College Programs; Profiles; School Statistics; State Legislation; Statistical Analysis; Statistical Significance; Teacher Placement; Teacher Persistence

Abstract:
The Tennessee General Assembly passed legislation in 2007 requiring that the State Board of Education produce an assessment on the effectiveness of teacher training programs. The law requires that the report include data on the performance of each program's graduates in the following areas: placement and retention rates, Praxis II results, and teacher effect data based on the Tennessee Value-Added Assessment System (TVAAS) scores. The 2012 report card includes additional indicators for each program; more information on the changes and additions can be found in the following section. The "2012 Report Card on the Effectiveness of Teacher Training Programs" contains information designed to inform the public of the effectiveness of teacher training programs and to provide preparation programs with the opportunity to improve the quality of programs through the use of data as set forth in the Tennessee Code Annotated 48-5-108. The following changes have been put into effect for the 2012 report: (1) The report will include data collected through individual teacher performance assessments as collected through the Tennessee Educator Acceleration Model (TEAM) as well as the alternative teacher evaluation models; and (2) Teacher training programs will have the ability to develop additional individual reports tailored to the intricacies of their program in order to facilitate continuous improvement. A glossary of terms is included. Individual sections contain footnotes. [For the 2011 report, "Report Card on the Effectiveness of Teacher Training Programs," see ED530920.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Teaching Methods; Trainees; Coping; Teacher Attitudes; Teacher Education; Teacher Certification; Teacher Role; Teaching (Occupation); Stress Management; Stress Variables; Teacher Behavior; Resilience (Psychology); Questionnaires; Interviews; Science Teachers; Mentors; Foreign Countries; Teacher Placement; Faculty Mobility

Abstract:
For those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip themselves with coping strategies and display resilient behaviour. The aims of this study were to gain a deeper understanding of how a cohort of science and design and technology PGCE students settled into schools on their teaching placement and to investigate any differences between mature trainees (those who had taken at least one gap year after their undergraduate degree) and those who have continued straight through their education. Two questionnaires (pre n = 42; post n = 48) and a voluntary interview (n = 7) were used. Many trainees described their experience as rewarding, yet exhausting and challenging. However, the interviews highlighted there was some erosion of their personal "self" at this early stage of their career. This resulted in, for example, changes in their sleep, eating and exercise patterns and an impact on their relationships. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Preservice Teacher Education; Second Language Instruction; Foreign Countries; Expertise; Educational Change; Reflection; Professional Development; Teacher Placement; Self Esteem; Cultural Awareness; Professional Identity; Program Effectiveness

Abstract:
This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3-11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age phase they were training to teach. The analysis is based on a cohort evaluation of the placement (170 students). Data were collected in two ways: through students' written reflections and their identification of the standards required for Qualified Teacher Status that they experienced. This approach was selected owing to the strong expectations by the UK Government to meet set criteria to qualify as a teacher. There is one direct reference in the standards to learning outside the classroom, but it was found that the students considered they had benefited from the alternative placement by offering opportunities for their professional and personal development in many more areas. The research study found that these areas included learning from other experts, working with colleagues, gaining confidence to teach, experiencing other cultural settings, working with children in informal settings, the importance of personalising learning and, in some cases, experiencing second language teaching. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teacher Effectiveness; Outcomes of Education; Beginning Teachers; School Effectiveness; Educational Improvement; Correlation; Measurement Techniques; Educational Policy; Personnel Policy; School Policy; Teacher Selection; Teacher Placement; Teacher Recruitment; Teacher Persistence; Staff Development

Abstract:
The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, more effective schools assign novice teachers to students in a more equitable fashion. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel and, perhaps, school personnel practices for improving student outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Placement; Leadership Styles; Foreign Countries; Leadership; Principals; Decision Making; Outcomes of Education; Semi Structured Interviews; Case Studies; School Administration; Elementary Education; Career Development

Abstract:
One of the most challenging decisions for primary school principals is to decide what class level each of their teachers will teach. It seems there is very little research on the way principals go about making these decisions. Government reforms have had significant impact on the role of the primary school principal in New Zealand, and a trend has emerged that some teachers are choosing to remain in the same school and class level. This study focused on eight primary school principals, and how they made decisions in relation to teacher class placement. A review of literature around leadership styles highlights the importance of relationships when implementing change such as teacher placement in different class levels. This study reveals that these principals practised an authentic style of leadership and highlights some important factors to be considered in determining teacher placement. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Preservice Teacher Education; Women Faculty; Foreign Countries; Gender Bias; Males; Sex Fairness; Teacher Attitudes; Gender Issues; Inclusion; Elementary School Teachers; Semi Structured Interviews; Teacher Placement

Abstract:
If teachers are to play a positive educative role in addressing societal gender-related issues that impact on social justice and inclusiveness, teacher education institutions have to ensure that their graduating teachers are well equipped with the necessary understandings and skills to enact this role. This research draws on interviews with men primary school teachers in New Zealand, Sweden and the UK. It investigates their remembered experiences during teacher education relating to gender discourse and whether the education they received, if any, has influenced their classroom practices. Across the three countries, the men had varying levels of recall, ranging from comprehensive gender-related education to none whatsoever. In Sweden, a governmental emphasis on gender equality in society appeared to have influenced the teachers' attitudes and practices regardless of the amount of teacher education relating to gender that they remembered. The teachers' comments suggest that those of us engaged in teacher education need to address any apparent gaps in gender studies at pre-service level. Both men and women teacher education students require comprehensive gender studies if they are to recognise and realise their potential to deconstruct traditional stereotypes and contribute to social justice and inclusiveness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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