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introDuction
KrystynaNowak-Fabrykowski
Terearemanynewrequirementsinbothteacherpreparationandevaluation
programsthatraisemuchcriticismandcontroversy.
UnderthecurrenttitleIIreportingsystem,ateacherpreparationprogramis
defnedasaState-approvedcourseofstudy,thecompletionofwhichsignifesthat
anenrolleehasmetalloftheState’seducationalortrainingrequirementsforinitial
certifcationorlicensuretoteachintheState’selementary,middle,orsecondary
schools.Ateacherpreparationprogrammaybeeitheratraditionalprogramoran
alternativeroutetocertifcationprogram,asdefnedbytheState.Itmaybewithin
oroutsideanIHE(Duncan,2013).
AccordingtoCarey(2015,p.8)teacher’sreformsthatstartedin2011were
reallytheattackonteachersandtheirabilitytobargainoverevaluations,seniority,
tenureanddisciplineanddischarge.Hecriticizeslegislatorsthatbelieveinimproving
qualityofeducationbyforcingoutteacherstheylabeled“inelective”
.Tedismissal
oftenuredteacherswaspossibleaferthreeconsecutiveyearsofpoorevaluation.
anewlanDscaPe
In2013Cochrain-Smithraised5importantissuesinteachers’preparation.She
calleditanewlandscape:
1.Unprecedentedattentiontoteacherquality:teachereducationisapolicy
problem,notalearningproblem;itisfocusedonschoolissuesonly;bot-
tomlineiseconomyanddemocracy.
2.Shifingnotionofaccountability(frominputtooutcomes).Assessment
seenasinputinthestructureofdesignedcourses.Teprevalenceisthe
shifofReductionistviewofteachingandlearning.Students’scoreis
ofenrelatedtotestsscores.Teachereducationisseenasvalue-added.
However,thereisalsoalackofdatahowgraduatesaredoing.
3.Increasinglydiverseschoolpopulation.Tereisachangeinpopulationof
studentsthatisnottakeninconsiderationasforexample44%morestu-
dentsin2009.Aspredictedin2035majorityofstudentswillbestudents
ofcolor.TereisalsoagrowingnumberofstudentswithELLand13-14
%ofstudentswithdisability.Tefocusshouldbeputonudiversity”not
uadversity”
.Tereisalsohighattritionrateespeciallyofminorityteachers.
