You might think Tennessee’s public schools of education are doing a poor job of turning out effective educators if you read this story in yesterday’s Tennessean.
The article notes:
Many of Tennessee’s teacher preparation programs aren’t at the quality the state expects. A number of those underperforming are at state colleges — with none of those schools performing at the highest level.
It’s a “sobering” data point education officials are highlighting as they work toward addressing fixes in Tennessee’s teaching programs.
The article references the redesigned teacher preparation report card produced annually by the Tennessee State Board of Education.
I’ve written before about the problems with this approach.
The revamped report includes candidate profile (who is enrolling in teacher prep programs), retention (whether grads stay in teaching), and “teacher effectiveness” (which is measured by the flawed TVAAS system).
TVAAS scores of graduates account for 40 of the 75 points available to rate teacher prep programs. That means the rating formula is heavily skewed toward an unreliable statistical estimate of performance.
At best, TVAAS is a rough estimate of teacher performance. A fairly solid indicator that a teacher earning a “5” is NOT a “1,” but relatively meaningless otherwise.
Now, of course, Tennessee has transitioned to new tests. TNReady has been fraught with problems, but even if it hadn’t been, the results would render TVAAS data highly suspect. So, more than 50% of the score attributed to teacher prep programs comes from a number that is essentially meaningless. Let me be clear: Schools receiving grades of 4 (the highest) or 1 (the lowest) on this metric are getting numbers that have no basis in statistical reality.
The next area of importance to a program’s score is the profile of the candidates enrolled in their program. Here, the state is looking for high academic achievers and overall diversity.
As noted in the article:
McQueen also has plans for a statewide tour to schools with the purpose of getting high-achieving, young students into the education profession, especially since preparation programs are having trouble getting qualified candidates in the doors.
This is predicated on the assumption that students with higher ACT scores will ultimately become better teachers. Whether or not that’s true, it ignores the underlying reality: Teaching just may not be a very attractive field. That’s not the fault of schools of education and it certainly isn’t their responsibility to fix it.
Why might teaching be unattractive? Well, for one, the pay is not exactly great. In fact, Tennessee teachers earn about 30% less than their similarly prepared peers. Boosting pay may be one way to help make the field more attractive. Alternatively (and much cheaper), the state could send the outgoing Commissioner of Education on a tour of schools to attempt to persuade high achieving students to enter a profession where they can expect to earn significantly less than other professionals and be subjected to a testing and evaluation system that according to some is “driving teachers crazy.”
Another factor? Our state under-funds the BEP (the state’s funding formula for schools) by around $500 million. So, new teachers face low pay, a problematic evaluation system, and under-resourced schools. Is it any wonder teacher prep programs aren’t getting enough qualified applicants?
Nevertheless, teacher prep programs are being held “accountable” for fixing problems over which they have little control. Makes perfect sense.
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