Submitted by Ann Schulte (not verified) on November 28, 2007 - 23:18.
It’s great to see an article promoting university-school partnerships, as the connection between these institutions is vital to the preparation of qualified, effective teachers. Both institutions need to support the connection of theory and practice. Neither one alone can adequately prepare teachers both with the practical knowledge necessary to meet the needs of students and the understanding of the larger role of education in a democratic society.
However, I’d like to know what research was referenced to say that, “Fenwick's experience is the exception and Zipper's is the rule.” The author offers one quote from one dissatisfied graduate from one program. Another quote says, “Half of all new educators abandon the profession within five years.” Does the research directly attribute this to ineffective teacher preparation programs? Or might this poor retention rate be related to a vast number of other challenges teachers experience in the over-standardardized, under-funded, low pay, low status profession? I’m simply suggesting that there’s plenty of blame to go around and we should be looking at the general lack of support our government provides education PreK-16. Again, the author offers, “Far too many universities, for their part, run education programs on the cheap.” This is particularly true of universities that are dependent on the state budget in California. Is this type of financial inadequacy really overcome by state-mandated, un(der)funded, standardized assessments like the Teaching Performance Assessment (aka PACT)? I think not.
It’s great to see an
Submitted by Ann Schulte (not verified) on November 28, 2007 - 23:18.
It’s great to see an article promoting university-school partnerships, as the connection between these institutions is vital to the preparation of qualified, effective teachers. Both institutions need to support the connection of theory and practice. Neither one alone can adequately prepare teachers both with the practical knowledge necessary to meet the needs of students and the understanding of the larger role of education in a democratic society.
However, I’d like to know what research was referenced to say that, “Fenwick's experience is the exception and Zipper's is the rule.” The author offers one quote from one dissatisfied graduate from one program. Another quote says, “Half of all new educators abandon the profession within five years.” Does the research directly attribute this to ineffective teacher preparation programs? Or might this poor retention rate be related to a vast number of other challenges teachers experience in the over-standardardized, under-funded, low pay, low status profession? I’m simply suggesting that there’s plenty of blame to go around and we should be looking at the general lack of support our government provides education PreK-16. Again, the author offers, “Far too many universities, for their part, run education programs on the cheap.” This is particularly true of universities that are dependent on the state budget in California. Is this type of financial inadequacy really overcome by state-mandated, un(der)funded, standardized assessments like the Teaching Performance Assessment (aka PACT)? I think not.