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FAQS for National Council on Teacher Quality Report


Frequently Asked Questions

National Council on Teacher Quality (NCTQ) Report

A: On Tuesday, June 18, in partnership with U.S. News & World Report, the National Council on Teacher Quality will release the first edition of the NCTQ Teacher Preparation Review, a report on the quality of individual, university-based teacher preparation programs. The report includes a ranking of academic programs at approximately 1,400 institutions nationwide that prepare K-12 teachers.
A: The National Council on Teacher Quality is an organization that examines teacher preparation and teacher effectiveness. Based in Washington, D.C., NCTQ was founded in 2000 to provide an alternative national voice to existing teacher organizations and to build the case for a comprehensive reform agenda that would challenge the current structure and regulation of the profession.
A: While the USG respects NCTQ’s interest in assessing the quality of teacher preparation programs, USG and private, independent teacher preparation programs in Georgia, as well as many programs throughout the country, were concerned with the quality and rigor of the methodology used to prepare the report and the rankings. Specifically, the NCTQ standards for rating teacher preparation, on which their rankings are based, focus on inputs (for example: the content of course syllabi and the counting of credit hours to determine how much content preparation a student receives) and not outputs (for example: graduates’ ability to facilitate student learning in the classroom, satisfactory teacher evaluation, graduates’ ability to obtain a teaching certificate and find gainful employment).

In addition, the standards NCTQ used to evaluate the programs changed or were altered months after institutions, either voluntarily or through open records requests, provided materials requested by NCTQ. Therefore, it is unknown on which set of standards the study has been based.
A: Kennesaw State, along with other national education organizations and teacher preparation programs in Georgia and throughout the country believe that students and parents are best served by a focus on the ability of a new teacher to demonstrate high quality teaching effectiveness in the classroom rather than simply the number of hours and courses taken in college.

There are four phases in each KSU teacher education program at which data from multiple assessments are collected, analyzed, and used to determine whether or not students proceed in the program. Six to eight major assessments are administered throughout the program to evaluate students’ knowledge, skills, and professional dispositions, including their ability to impact student learning. These assessments are aligned with the Georgia Educator Preparation Standards, the National Council for Accreditation of Teacher Education Standards, and the National Specialized Professional Associations Standards.

Those who evaluate our students’ performance in K-12 classrooms include KSU faculty and K-12 classroom teachers. After our graduates have experienced their first year of teaching, they rate their level of satisfaction with the KSU teacher education program they completed. Additionally, their K-12 administrators indicate their impressions of the quality of our programs.

A: Georgia’s teacher preparation assessment focuses on the outcomes of its programs and on the impact of the teacher on students’ learning in the classroom.  For the past several years, educators have been working on a model focused specifically on these outcomes that include:

  • Analyzing teachers’ effectiveness measurement scores ;
  • Assessing content knowledge based on the Georgia Assessment for the Certification of Educators, a state-mandated examination;
  • Assessing teaching skill in the discipline;
  • Tracking retention rates of graduates in the teaching workforce;
  • Monitoring attainment of a renewable teaching certificate ;
  •  Collecting ratings of K-12 administrators regarding the quality of graduates; and
  •  Collecting ratings of program graduates regarding the quality of preparation they received.

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