Ohio Association of Private Colleges for Teacher Education
"Our data show that based on SAT scores, liberal arts colleges, [that educate teachers] constituting one-third of the education departments at baccalaureate institutions, are more selective in student admissions. They are more academically oriented, more rooted in the arts and science tradition, and a greater proportion of their faculty hold PhDs."
Arthur Levine: Educating School Teachers, 2006, p.123.
The Teacher Education Accreditation Council (TEAC) has been re-recognized by the Council for Higher Education Accreditation (CHEA) for another 10-year term.
The Council also recognized a wider scope of accreditation work for TEAC-degree programs at baccalaureate, masters, and doctoral levels that prepare educators, in traditional and distance formats, internationally as well as within the US. You can read the CHEA letter here.
CONGRATULATIONS TO THE 2012-2013 LEADERSHIP TEAM!
President: Linda Billman (Ashland University)
President-elect: Mark Meyers (Xavier University)
Secretary: Carol Ziegler (Notre Dame College)
Treasurer: Sally Barnhart (Xavier University)
CAEP Announces Commission on Standards and Performance Reporting; Will Raise the Bar for Educator Preparation
CAEP update: Frank Murray, CAEP Board Chairman and past president of TEAC, wrote an article to address the misconceptions about accreditation circulating currently in the public discourse about teacher education.
Civic Engagement andMeaning Based Learning Conference - April 13, 2012
Sponsored by Ohio TASH
Recent update on CAEP transition.
2012 Summer Institute on Reading at the College of Mount St. Joseph will feature Dr. Louisa Moats.
Statement by James Cibulka and Frank Murray on NCTQ Ratings and CAEP Accreditation
Ohio Association of Colleges for Teacher Education Position on Participating with National Council on Teacher Quality and U.S. News & World Report Joint Survey of Teacher Education
The Ohio Association of Colleges for Teacher Education (OACTE) consists of the State University Education Deans (SUED) of Ohio, representing the 13 public universities with educator preparation programs, and the Ohio Association for Private Colleges of Teacher Education (OAPCTE), representing 35 of the 37 private institutions with educator preparation programs. OACTE would like to take this opportunity to comment on the ongoing National Council on Teacher Quality (NCTQ)/U.S. News & World Report survey of 1,000 teacher preparation programs in the United States.
We begin by asserting, once again, our commitment to the effective professional preparation of teachers and our willingness to be accountable for the quality of the teachers we prepare. To ensure that all of Ohio's school-age students have access to the best professionally prepared teachers is our highest priority. And to that end, we have undertaken a regular collection and analysis of data on educator performance sufficiently robust to verify that our graduates meet the rigorous standards set by the Ohio Department of Education. Indeed, through the Teacher Quality Partnership program, initiated more than a decade ago, OACTE institutions took the lead nationwide in finding ways to assure such accountability. Evidence-based standards and transparency of process are the keys to public accountability and public trust. As we understood then and reaffirm now, other key constituents-the students, parents, and employers of Ohio-have a stake in these outcomes that is at least the equal of our own.
Concerns with the NCTQ Study
The members of the OACTE share concerns about the proposed survey by the National Council for Teacher Quality (NCTQ) and its ability to provide the kind of data that will be useful to Ohio's citizens. The NCTQ is a research and policy group of select individuals which has enlisted U.S. News & World Report to publish a ranking of teacher preparation programs across the country. To collect data for this survey, the NCTQ asks schools of education to submit information on selected program inputs, such as admission criteria, course syllabi, course descriptions, and student teaching handbooks. The NCTQ then compares the course syllabi and other materials against a set of standards developed solely by the organization itself in order to determine the quality of these programs. Even if one overlooks the opacity of the process by which the NCTQ purports to evaluate teacher preparation programs, it is evident that the principle on which its approach rests is itself flawed. The NCTQ's effort focuses exclusively on the inputs of a program-admissions criteria, course descriptions, and so on-with no consideration for the quality of the new teachers it produces-their level of preparedness, their knowledge of subject matter content, their pedagogical competence. As others have pointed out, the approach is a bit like a food critic rating a restaurant on the basis of its menu without ever tasting its food or service.
In response to this criticism, the NCTQ has agreed to include the value-added scores of the students of program graduates as well as the performance assessment scores of student teachers, but only from the handful of states (including Ohio) in which that information is available. While this inclusion is an improvement on the original methodology, it serves to call into question the validity of the NCTQ's claim to have the capacity to conduct a survey leading to the nationwide ranking of teacher education programs.
According to the NCTQ's website, the organization's mission is "to provide an alternative national voice to existing teacher organizations, and build the case for a comprehensive reform agenda (to) challenge the current structure and regulation of the profession" (italics added). While alternative voices are always important in a democracy, this stated goal calls into question the NCTQ's ability to conduct a fair and disinterested rating that will inform the debate about the best way to prepare teachers professionally. We are concerned that the NCTQ is conducting this study to drive a different agenda forward. Thus, we raise the question: What is their alternative proposition?
Effective Teacher Education and Accountability
The members of the OACTE are committed to strengthening teacher education programs and building our capacity to prepare professional educators who can teach and support every child. The quality of our programs is regulated by the Ohio Board of Regents-a publicly accountable body-and our graduates must meet the requirements for a professional educator license established by the Ohio Department of Education. Additionally, our programs must pass a rigorous and extensive review process by national accreditation bodies. These accountability measures are designed to protect the public interest, and we embrace them willingly.
We passionately believe that Ohio citizens deserve teacher education programs that produce highly qualified and effective teachers for our schools. As noted above, we took the lead nationwide in such efforts by establishing the Teacher Quality Partnership as an initial step toward linking the performance of the teachers we produce to the quality of our education programs. More recently, we have worked closely with the Ohio Board of Regents to develop the Ohio Educator Preparation Metrics, a statewide set of criteria to monitor the quality of our educator preparation programs. These metrics include such indicators of quality as licensure test results, the new Teacher Performance Assessment, and data on the value added by our teachers to the academic performance of students in their classroom. Also included are our partnerships with struggling schools, placement of graduates in hard-to-staff schools, and a survey of employer satisfaction with graduates.
Participation in the NCTQ Study
That there is room for improvement in our educator preparation programs, there is no doubt. For this reason, OACTE member institutions have worked with the Ohio Board of Regents to develop the Ohio Educator Preparation Metrics in order to bring to light areas needing improvement as well as to focus a spotlight on areas of excellence. The results will be open to the public by 2012. The rest of the country will be watching us, and we welcome this scrutiny. Through this process, we have demonstrated that we can agree on honest, fair, and effective ways to rate education programs by working collaboratively and by making the process open and transparent. It is our considered opinion that the survey methodology selected by the NCTQ leadership does not reflect these values and that the motivations for this undertaking arise from an adversarial stance.
The OACTE's member institutions will decide independently whether or not to participate in the NCTQ process. Regardless of the decision institutions make, there remain concerns and questions about the NCTQ's motivations, its current actions, and its proposed methods. We strongly denounce any attempt, whether explicit or implied, to coerce institutions to provide data for the study. Institutions of higher education and professional educational organizations from around the nation have invited USN&WR and the NCTQ to work collegially with us to strengthen the study and its methods. It is our hope that USNWR and the NCTQ will accept this invitation.
The OACTE and its member institutions are confident that Ohio is moving in the right direction to ensure that we have outstanding teacher education programs across the state. We are also convinced that the Ohio Educator Preparation Metrics represent an honest, fair, and effective way to inform the citizens of Ohio about how well we are performing. We welcome the renewed public interest in the professional training of teachers. Teaching matters, and we have an obligation to provide our future teachers with the best professional training available to help our students reach their fullest potential. The children and families in Ohio and this nation deserve nothing less.
Dr. Michael J. Smith
President, Ohio Association of Colleges for Teacher Education (OACTE)
Dr. Renee Middleton
Chair, State University Education Deans (SUED)
Dr. Mifrando Obach
President, Association for Private Colleges of Teacher Education (OAPCTE)
College of Mount St. Joseph
48 Colleges Standing Together: Ohio's Teacher Education Programs Committed to Achievement, Accountability, and Collaboration
Wednesday, Jan. 26, 2011
Note to the Editor: This Op-Ed is a collaboration among teacher education programs at 13 Ohio public universities and 35 Ohio private institutions, represented by State University Education Deans (SUED) of Ohio and the Ohio Association for Private Colleges of Teacher Education (OAPCTE). It is in regards to the Ohio Educator Preparation Metrics, the first statewide teacher education metrics initiative in the nation.
Over the last two decades there has been a great deal of criticism over university-based teacher education programs. In a 2006 report titled "Educating School Teachers," Art Levine, the former president of Columbia Teachers College, likened teacher education programs to the Wild West's Dodge City, calling them "unruly and disordered." In a subsequent 2006 Boston Globe editorial, Levine recommended "more stringent quality control."
In Ohio, there are 13 public universities with teacher education programs, led by education deans who comprise the State University Education Deans (SUED) of Ohio. There are also 37 private institutions with educator preparation programs, 35 of which are led by deans or chairs who comprise the Ohio Association for Private Colleges of Teacher Education (OAPCTE). Collectively, we do not agree with all of Levine's assertions, but we absolutely agree that teacher preparation programs in Ohio need to be held to high standards and that we are accountable for meeting those standards. In fact, Ohio SUED and OAPCTE deans were actively engaged in the development of Ohio's new standards.
On December 15, 2010, Chancellor Eric Fingerhut, along with SUED chair Renée A. Middleton and OAPCTE president Mifrando Obach, announced that Ohio would become the first state in the nation to establish statewide metrics to monitor the performance of educator preparation programs. The Ohio Educator Preparation Metrics include indicators such as the placement of graduates in hard-to-staff Ohio school districts and a new teacher's ability to demonstrate student growth. The new Teacher Performance Assessment will measure a beginning teacher's ability to manage a classroom, prepare and execute effective lessons, interact with parents, and use knowledge of a student's prior educational background to help each child succeed. It will also provide universities, colleges, and districts with the ability to track students as they graduate and begin teaching careers.
Some of the reaction to the announcement regarding statewide metrics surprised us. The Cleveland Plain Dealer applauded the metrics initiative in an editorial, but also characterized it as "a flashlight-carrying sheriff …coming to town to peer into the 50 public and private teacher education programs and report back to lawmakers and the public." This metaphor implies that teacher education has something to hide, that there is an adversarial relationship between our teacher education programs and the state, and that we are not willing participants in the evaluation process.
In reality, SUED and OAPCTE have long been committed to holding our education programs to the highest level of accountability. A decade ago we formed the Teacher Quality Partnership in an attempt to develop a system that would link the actual performance of the teachers we produce to our teacher education programs. This effort was reflected in the language of House Bill 1 of the 128th General Assembly, which called for the creation of annual performance reports on teacher education at our public institutions. The result of this legislative directive was the set of metrics introduced in December.
As Levine asserted, Ohio's teacher education programs must continue to hold themselves to high standards. We see the Board of Regents not as a sheriff coming to town, but as an ally. Contrary to the characterization offered by the Plain Dealer, SUED and OAPCTE are working together with the Regents to offer the best programs possible because Ohio deserves the most highly qualified teachers.
Ohio is becoming a national model for improving the performance of our teacher education programs - and we are committed to being an integral part of that process.
Lawrence Johnson, Ph.D.
Board of Trustee Member, Ohio Association of Colleges for Teacher Education (OACTE)
Renée A. Middleton, Ph.D.
Chair, State University Education Deans (SUED) of Ohio
Mifrando Obach, Ph.D.
President, Ohio Association for Private Colleges of Teacher Education (OAPCTE)
WHO WE ARE:
- OAPCTE was created in the 1970s to promote cooperation and information sharing among private institutions engaged in the enterprise of preparing teachers.
- Membership is open to representatives from any of the 37 non-tax supported colleges or universities in Ohio that offer one or more state approved teacher licensure programs at the graduate or undergraduate level.
- While our institutions enrolled 34.7% of the college students in Ohio in 2008-09, Ohio private colleges prepared 46.5% of Ohio teacher candidates recommended for licensure. (Source: Ohio Department of Education)