By Arthur Levine
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Tion faculty at most of the campuses Faculty members were granted a we visited. high degree of autonomy in course It is important to remember that design at most of the schools we visit- the education school program is ed. That often resulted in a fractured shaped not by teacher education curriculum, a lack of continuity from professors alone, but also by one course to the next, and insuffi- accreditation requirements and state cient integration between course mandates, according to education work and field work.
There is odic campaigns to champion a seemingly an “anything goes” attitude particular form of teacher education. about teacher preparation. All mod- However, in the end the polyglot els of teacher education—with the approach persists. Schools prefer not exception of alternative certifica- to rock the boat and upset enroll- tion—seem reasonably acceptable, so ments, staffing, and finances, rather long as they are university-based. than develop well-thought-out 38 A C U R R I C U L U M models of how to effectively educate placed the highest priority on striking our nation’s teachers.
As for the local districts, while only 2 percent of principals think that education schools should be Conclusion responsible for mentoring new teach- Put simply, the teacher education ers, three out of five think school curriculum suffers from the historic systems and education schools ought legacies of relativism regarding the to be carrying out new teacher induc- appropriate ways to educate teachers tion together (Principals Survey). and uncertainty over whether teacher That’s not happening either.
Educating school teachers by Arthur Levine
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