Can a State Department of Education Increase Teacher Quality? Lessons Learned in Massachusetts

Sandra L. Stotsky, Lisa A. Haverty
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引用次数: 5

Abstract

Teacher quality, however defined, is usually seen as the responsibility of schools of education. Rarely is it viewed as the responsibility of academic departments in the arts and sciences—that part of the college or university where prospective teachers study the academic content they will draw on as teachers. Only recently has teacher quality come to be seen as a major responsibility of a state department of education—and to be linked to student learning, traditionally the responsibility of the local school district. This essay sets forth the many ways in which a state department of education can enhance teacher quality and the supply of academically able teachers. I draw on my own experience in directing revisions of the major documents produced by the Massachusetts Department of Education from 1999 to 2003 and on several other major initiatives undertaken by the department to implement the education reform measures enacted and funded by the Massachusetts legislature in the 1990s. The chief documents that were the focus for my own work consisted of the preK–12 curriculum frameworks in all basic subjects, the regulations for licensing teachers and teacher-training programs, and the teacher tests required for licensure.1
国家教育部能提高教师素质吗?马萨诸塞州的经验教训
教师素质,无论如何定义,通常被视为学校教育的责任。很少有人认为这是艺术和科学院系的责任——这是学院或大学的一部分,未来的教师在这里学习他们作为教师将借鉴的学术内容。直到最近,教师质量才被视为国家教育部门的主要责任,并与学生的学习联系起来,而传统上这是当地学区的责任。本文阐述了国家教育部门提高教师素质和提供有学术能力的教师的许多方法。我借鉴了自己的经验,指导修订了马萨诸塞州教育部1999年至2003年制定的主要文件,并参与了该部门为实施20世纪90年代由马萨诸塞州立法机构制定和资助的教育改革措施而采取的其他几项重大举措。我自己工作的重点主要文件包括学前至12年级所有基础科目的课程框架、教师执照颁发和教师培训计划的规定,以及获得执照所需的教师考试
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