Findings by State - Vermont


Scope of Review in Vermont
  290 New teachers from the state's higher education institutions included in Review (2010)
  6 Institutions evaluated by NCTQ in the 2013 Review
-6 elementary programs, undergraduate (UG) and graduate (G)
-5 secondary programs, undergraduate (UG) and graduate (G)
  4 Institutions with sufficient data for an overall program rating
-Collectively supplying 77% of the state's traditionally trained teachers
-3 elementary programs, undergraduate (UG) and graduate (G)
-4 secondary programs, undergraduate (UG) and graduate (G)
0% Institutions sharing information for the Review
Big "take-aways" about teacher preparation in Vermont:

  • Highly rated programs -- Across the country, NCTQ identified 21 elementary programs (4 percent of those rated) and 84 secondary programs (14 percent) for the Teacher Prep Review Honor Roll, meaning that a program earns at least three out of four possible stars. No Vermont programs are on the Honor Roll.

  • Selectivity in admissions -- The Review found that 36 percent of elementary and secondary programs in Vermont restrict admissions to the top half of the college-going population, compared to 28 percent nationwide. Countries where students consistently outperform the U.S. typically set an even higher bar, with teacher prep programs recruiting candidates from the top third of the college-going population.

Some worry that increasing admissions requirements will have a negative effect on the diversity of teacher candidates. By increasing the rigor and therefore the prestige of teacher preparation the profession will attract more talent, including talented minorities. This is not an impossible dream: 83 programs across the country earn a Strong Design designation on this standard because they are both selective and diverse, although no such programs were found in Vermont.

  • Early reading instruction -- None of the elementary programs in Vermont are preparing teacher candidates in effective, scientifically based reading instruction, an even lower percentage than the small minority of programs (29 percent) providing such training nationally.

  • Elementary math -- A mere 19 percent of evaluated elementary programs nationwide provide strong preparation to teach elementary mathematics, training that mirrors the practices of higher performing nations such as Singapore and South Korea. None of the evaluated elementary programs in Vermont provide such training.

  • Student teaching -- Of the evaluated elementary and secondary programs in Vermont, 75 percent entirely fail to ensure a high quality student teaching experience, in which candidates are assigned only to highly skilled teachers and receive frequent concrete feedback. 71 percent of programs across the country failed this standard.

  • Content preparation -- 17 percent of Vermont's elementary programs earn three or four stars for providing teacher candidates adequate content preparation, compared to 11 percent of elementary programs nationwide. At the high school level, none of Vermont's secondary programs earn four stars for content preparation, compared to 35 percent nationwide. The major problem at the secondary level is that programs' requirements for general science or general social science certifications do not ensure that candidates are prepared in the content of every subject they will be licensed to teach, since the state's licensing test requirements do not provide this assurance.

  • Outcome data -- None of Vermont's evaluated programs earn four stars for collecting data on their graduates, compared to 26 percent of evaluated programs in the national sample. The state does not connect student achievement data to teacher preparation programs, administer surveys of graduates and employers or require administration of teacher performance assessments (TPAs), and programs have not taken the initiative to collect any such data on their own.

Vermont Elementary Teacher Prep Rating Distribution

Vermont Secondary Teacher Prep Rating Distribution

Programs that earned 3-star rating or more

No 3-star rated programs

Consumer Alert: Programs earning no stars

Endorsers of the Review in Vermont

Jeanne Collins, Superintendent, Burlington School District

Vermont's Teacher Prep Review was made possible by the following foundations and organizations

Carnegie Corporation of New York
Gleason Family Foundation
Laura and John Arnold Foundation
Michael & Susan Dell Foundation
Searle Freedom Trust
The Eli and Edythe Broad Foundation
The Lynde and Harry Bradley Foundation
The Teaching Commission
Anonymous (2)

Institution List

Institutions with Teacher Training Rated
Castleton State College Annual new teacher production (2010):  15
Undergraduate Elementary Some standard scores available
Undergraduate Secondary
College of St. Joseph Annual new teacher production (2010):  12
Undergraduate Elementary Some standard scores available
Johnson State College Annual new teacher production (2010):  44
Undergraduate Elementary
Graduate Secondary
Lyndon State College Annual new teacher production (2010):  10
Graduate Elementary
Undergraduate Secondary
Saint Michael's College Annual new teacher production (2010):  54
Graduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
University of Vermont Annual new teacher production (2010):  155
Undergraduate Elementary
Undergraduate Secondary
Graduate Special Education

Institutions with Teacher Training Not Rated

Bennington College
Champlain College
Goddard College
Green Mountain College
Middlebury College
Norwich University
SIT Graduate Institute
Union Institute & University

State Context

Good preparation does not guarantee that teachers will ultimately be effective, but there is much that states can do to ensure that new teachers are classroom ready. The tables below are drawn from NCTQ's 2013 State Teacher Policy Yearbook (Full State Report here) and offer a summary of Vermont's teacher preparation policies, identifying strong policies and those in need of improvement. 

Each state has a set of laws, rules and regulations that govern how teachers are prepared for the classroom. These policies establish guidelines for admission to teacher preparation programs, set standards for what teachers should know and be able to do in order to be licensed, and can be used to hold preparation programs accountable for the quality of teachers they produce.

Although states regulate most aspects of how teachers are prepared, where in each state this authority lies is not standard across the country. And in some states, authority for different components of teacher preparation rests with different entities.