Archived -- What We Heard From Stakeholders

Theme 3

What We Heard From Stakeholders

Nearly every Agenda Project focus group raised one or more teacher quality issues. In some cases, participants touched on the impact the preparation of teachers has in other areas such as workforce preparation, student readiness for college, general awareness of international issues, or K-12 school success. Many participants noted the disconnect that now exists across the country between the demographic diversity of the classroom and that of the current teaching force. As one participant said, "Postsecondary education issues are intimately connected with K-12 education issues." Another added, "Most people have trouble thinking about them in isolation from one another."

In every session, ideas were offered for addressing these problems. A common theme was to enhance the role played by the U.S. Department of Education and OPE in several broad areas. One is funding support for teacher preparation program improvements. Others include financial aid incentives to attract students into teaching; funds to encourage K-16 partnerships focused on teacher preparation and improved K-12 student achievement; and using OPE resources and leadership to disseminate promising practices in teacher preparation reform. Another theme cited in many focus group sessions was the importance of U.S. Department of Education encouragement of college and university leaders to assume responsibility for successful high-quality preparation of new teachers. High-quality teacher preparation must be a university-wide mission that includes leadership from the presidents, trustees, and academic officers in the institution.

NATIONAL AGENDA OPPORTUNITIES
The national dialogue on teacher quality and the future of postsecondary education in the United States targeted these issues and challenges:

Over the next decade, America’s schools will need to hire 2.2 million teachers, over half of whom will be first-time teachers. Many schools already face shortages of qualified teachers, especially in high-poverty communities and in subjects such as math and science. Postsecondary institutions that train educators must work in partnership with schools, states, and communities to recruit teachers, build the capacity to train them, support them as new teachers in the classroom, and ensure that they meet high standards of professionalism.
America’s teacher education programs do not adequately prepare teachers to meet the needs of all students—including those with disabilities and students from diverse ethnic and socioeconomic backgrounds.
Too many students are taught by uncertified teachers, those teaching out of field, and teachers with weak training in the disciplines they teach.
Too many teachers lack proficiency with incorporating technology and international issues into their teaching. Teachers need better pre-service and in-service training in these areas, and even university educators need professional development on using technology.
Teachers remain underpaid, teach under very poor working conditions, and receive inadequate support—especially new teachers entering the classroom. These factors make both recruitment and retention of teachers difficult.
Too few educators and administrators across the country are aware of promising practices or programs that work, and there is too little awareness of the impact of good teaching on student learning.

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