Colorado

New report ranks Colorado teacher training programs poorly

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Distribution of ratings across programs nationally. Source: National Council on Teacher Quality.

An already-controversial new report from the advocacy group the National Council on Teacher Quality (NCTQ) argues that the vast majority of college- and university-level teacher training programs — including most in Colorado — are insufficiently preparing new teachers for the classroom.

“They have become an industry of mediocrity, churning out first-year teachers with classroom management skills and content knowledge inadequate to thrive in classrooms with ever-increasing ethnic and socioeconomic student diversity,” the report states.

Of 1,200 elementary and secondary education training programs for which NCTQ awarded ratings on a four-star scale, no programs in Colorado were awarded more than two and a half stars.

The report ranked programs at 13 Colorado institutions, including 20 undergraduate and six graduate-level elementary and secondary education programs. Of those, only Colorado State University’s undergraduate secondary education program and the University of Colorado – Boulder’s undergraduate elementary education program were rated two and a half stars. The rest received ratings of two stars or below, “ratings that connote, at best, mediocrity,” the report states.

Eight of the state’s programs received no stars. “While these low-rated institutions certainly can produce good teachers, it is less by design than happenstance: a chance placement with a great mentor or assignment to a strong section of an otherwise weak course,” the report argues.

NCTQ’s effort to collect data on and then rate teacher training programs has been controversial from the start. Leaders of many educator training programs have raised concerns about the project’s methodology, arguing that the data that NCTQ collected cannot provide a complete picture of the training experience the schools offer.

Many education schools resisted supplying the data that NCTQ requested (which led to legal battles with some of the schools) and the amount and quality of data available varied from program to program. The University of Denver and the University of Northern Colorado both declined to provide NCTQ data; both schools were given ratings based on data the organization was able to obtain through independent channels.

While the report’s authors collected data on 16 different standards, they were able to base their ratings of all of the elementary and secondary programs included on just a few: selection criteria, content preparation and student teaching. Elementary education programs were also rated on early reading and elementary mathematics preparation. An average of 58 percent of the programs were able to be judged on all of the standards.

“We have created the largest database on teacher preparation ever assembled, with information from thousands of syllabi, textbooks, student teaching handbooks, student teacher observation instruments and other material,” the report says.

But Eugene Sheehan, dean of the College of Education and Behavioral Sciences at the University of Northern Colorado, said that such a method judges only how well a school’s offerings adhere to a uniform and maybe questionable set of criteria rather than judging how well teaching methods work in practice.

“It’s like counting how many books you have in the library rather than counting the number of people who read them,” Sheehan said.

Sheehan also questioned some of the criteria that the NCTQ used to determine the quality of a program. For example, the report looks at whether a teacher training program draws its students from the top half of their classes academically.

“If you look at that criteria, only the top universities in the country would be training teachers and we’d be screening out many many minorities who would make great teachers,” he said.

Lorrie Shepard, dean of the School of Education and CU-Boulder, said that in addition to concerns about some of the criteria, some of the rules regarding whether a school’s program was counted as meeting NCTQ’s criteria muddle the picture. For example, raters used a single syllabus to judge whether CU-Boulder’s program met the requirements for early reading; had they looked at both required reading courses, Shepard said, raters would have seen that the program does meet the criteria.

“A pretty good and deep program could be denied points in their system,” Shepard said.

Colorado is in the midst of developing a system that will trace data about individual teachers from their training institutions to the schools where they teach and in turn linking them to their student’s outcome data. Deans at several Colorado education schools today said that the coming system will be a more useful tool for judging the effectiveness of teacher training and identifying areas for improvement. Several schools in Colorado, including the University of Northern Colorado and CU-Boulder, also internally track the trajectories of their students, including job placements and district evaluations of student teacher quality.

“Measuring the quality of teacher education is a critical job for the media and for watchdog groups,” said Gregory Anderson, dean of the Morgridge College of Education at the University of Denver. “But [NCTQ] isn’t doing that.”

The president of NCTQ, Kate Walsh, told reporters today that such criticisms amounted to making the perfect the enemy of the good. “We are looking 12 inches deep by looking at these documents, so our level of depth isn’t as anyone would ideally be looking,” she said. “But our 12-inch examination reveals a lot because there is so much dysfunction.”

In addition to publicizing the ratings, Walsh said that the data would soon be provided to school districts to allow them to screen candidates according to where they were trained. “With this data, we are setting in place market forces that will spur underachieving programs to recognize their shortcomings and adopt methods used by the high scorers,” the report states.

But American Federation of Teachers president Randi Weingarten questioned whether that approach would lead to better practice in educator training programs.

“It’s disappointing that for something as important as strengthening teacher preparation programs, NCTQ chose to use the gimmick of a four-star rating system without using professionally accepted standards, visiting any of the institutions or talking with any of the graduates,” Weingarten said in a statement. “Best-of and worst-of lists always garner attention, so we understand why NCTQ would use that device. While its ‘do not enter’ consumer alerts will make the intended splash, it’s hard to see how it will help strengthen teacher preparation programs or elevate the teaching profession.”

Local funders of the project include the Anschutz Foundation and the Donnell-Kay Foundation, which also funds EdNews Colorado.

Read the full report on the council’s website, and ratings for Colorado programs are below (the triangular symbols denote zero stars and a “consumer alert”).

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Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.