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It Takes a Village: Why Teacher Preparation Alone Cannot Raise the Bar for Teachers

by Peshe Kuriloff — July 11, 2014

Policy makers have recently proposed to evaluate teacher preparation programs in order to hold them accountable for the quality of the teachers they prepare. Although definitions of teacher quality vary depending on the stakeholder’s perspective, there is a growing consensus among policy makers that high quality teaching should have a positive impact on student achievement, but other factors matter as well. This article argues that teacher preparation programs are only one of several critical factors that contribute to teacher quality. Because programs must conform to state accreditation mandates and must also cooperate with surrounding school districts to provide high quality field placement settings, accountability for teacher quality should be shared by the universities, the state board of education and the schools. To effectively strengthen teacher quality, all institutions involved must develop a shared vision of high quality teaching and work collaboratively to achieve that goal.

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Cite This Article as: Teachers College Record, Date Published: July 11, 2014
http://www.tcrecord.org ID Number: 17595, Date Accessed: 6/19/2018 3:01:39 AM

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About the Author
  • Peshe Kuriloff
    Temple University
    E-mail Author
    PESHE C. KURILOFF is a professor for teaching and instruction at Temple University's College of Education. She oversees undergraduate general education courses on Youth Cultures and Tweens and Teens and also teaches the seminar that accompanies student teaching. She studies and writes about education policy and practices.
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