When rating teacher prep programs based on their graduates' value-added, it is difficult to separate the actual quality of programs from who applies to them.
|Scooped by Kassandra Saravia|
An interesting way of looking at the effectiveness of teacher preparation was pointed out in this article. Like this article points out we can't exactly decide how effective a teacher prep program is based on test scores because that doesn't have much to do with the actual effectiveness they will have in a classroom. So what we then wonder is if the difference is in who even applies to the programs in the first place.
He points out that while it may seem like one program is better because it attracts better students, it may or may not be effectively teaching them in the long run and so it was all a facade. But on the other hand, it may attract the best because it is the best.
Essentially what I took from this blog post is how difficult it is to truly analyze the effectiveness of a teacher training program when test scores don't show the type of teacher they will be and neither does the scores that the students go into the program with. While it is clear that teacher prep needs to be modified to modify education and the changing society, we also need to figure out a way to analyze whether the teachers that are being produced will be good educators. So like Finland I think this leads to being more selective and rigorous and professional in order to get the best.