This report, the second in a series of policy reports on the results of a four-year study of America’s education schools, focuses on the education of classroom teachers, the people who have the greatest impact on our children’s learning in school.
Teacher education has taken on a special urgency because the United States needs to raise both the quantity and quality of our teacher force. The country is experiencing an acute shortage of teachers. At the same time, we are asking teachers to increase student achievement to the highest levels in history in a new standards-based, accountability-driven system of education. To address both demands simultaneously is an enormous challenge, made even more difficult because the nation is deeply divided about how to prepare large numbers of high-quality teachers.
We don’t agree about what skills and knowledge teachers need or how and when teachers should learn them. This is the context for the second report. The first report focused on the education of school administrators.
The third report will examine the quality of education research and the preparation of the scholars and researchers who conduct it. The final report will be an overview of America’s schools of educa- tion, where the overwhelming majority of our school leaders, teachers, and scholars are educated.