Even though the incidents occurred in , “TEACHER UNDER A MICROSCOPE” examines ongoing issues in education through the eyes and ears of trained.
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With these teacher quality issues in mind, I wanted to see how future grad-school education students fared on their GREs, the grad-school admissions exam. Consider figure 1 which compares the average GRE score by intended grad-school major across two exam sections: On the right side of figure 1, we observe that education majors rank in a tie for third-to-last in verbal score, falling well behind their peers in the humanities and social sciences. Score range is and Overall average quantitative is Overall average verbal is What's shown here reinforce the concerns about teacher talent that McKinsey and The New Teacher Project have documented.
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According to the GRE data, many lower-performing college grads will be entering graduate schools of education, and eventually, the teaching profession. Three strategies to address this human capital problem have and should be further explored:. And in the Buckeye State, which will implement the Common Core in , there should be greater urgency in rethinking how our future teachers are selected, trained, licensed, and retained.
Three strategies to address this human capital problem have and should be further explored: The problem starts early, with not enough people entering the profession — a survey found that four out of 10 students on PGCE courses don't become teachers, and that this was even higher among maths and science trainees.
Many teachers leave the profession in the first five years. Recruitment, the roundtable heard, tended to rise in a recession — but teachers leave the profession when the recession ends. So how can more scientists be recruited into the profession and subsequently retrained? There was consensus among participants that, in order to be attractive to graduates, teaching needed to be seen as a high-status profession.
Teacher Under a Microscope
Teach First , a government-backed scheme to recruit high-flyers with leadership potential into teaching, placing them in schools in low-income areas, was cited as a successful model. One participant who had experience of working with Teach First graduates said: That serves to illustrate the kind of people we need to be getting in and the kind of policy levers that we need to be driving.
This had been achieved by working on continued professional development CPD pathways that ran from "pre-employment to headteacher". Many science teachers, the participant said, leave to return to professional science careers: There was agreement around the table that accessibility to CPD pathways for teachers should be improved, and that for those teaching Stem subjects, it needed to be subject-specific.
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There is nothing about how you are developing your assessment skills, how you are developing your classroom management skills, your organisation of practical work," one contributor said. Another argued that not all science teachers are interested in moving into management, but do want to keep in touch with developments in their subject, for instance through the Science Learning Centres programme, which in turn can provide a richer learning experience for students. Improving the quality of science teaching requires schools and teachers to be monitored and held accountable, the roundtable heard.
One participant expressed concern that there are now no accountability measures for science teaching at key stage 2 and, as a result, the quality of science teaching has declined.
New accountability proposals for secondary schools have recently been published, which use a points score indicator based on pupils' achievements in eight GCSEs. While English and maths are compulsory in the measure, science, along with other subjects such as modern languages, is optional. Typically, our starting point will be to discuss with you which practitioners it would be best to work with, and on what areas of professional learning.
This discussion may well be in the context of your self-assessment reviews, strategic planning etc. The next step will be to meet with the practitioners themselves, introduce resources, discuss in detail how they will develop their practice and assess the outcomes. As colleagues try out new approaches we will be on hand to offer support via e-mail and telephone, and will liaise with you on progress.
Key points
The final stage will be to meet again with practitioners at an appropriate time, to discuss their experience and outcomes, and prepare a final short case study report. CUREE staff are well experienced in supporting practitioners write up their enquiries, and can take on as much or as little of this burden as is appropriate in each individual case.
The project has been supported by funding from LSIS for two years so the pilot participants were provided with support at no charge though they are expected to produce a short report for the benefit of other practitioners in the sector. The free programme is now full but we are able to offer the service to other colleges for a small fee. Collaborative writing in ESOL. Supporting and enhancing the study of A-level history through the use of social media. Collaborative writing in an ESOL classroom: