National Council on Teacher Quality. (2020). Monmouth College Undergraduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/Monmouth-College-IL-1
To ensure that every child - regardless of race or background - receives a quality education, their teachers need to be effective. To support that aim, programs should screen for academic caliber during admissions to ensure that teacher candidates come from the top half of the college-going population. For consideration under this standard, tests used as an academic screen must be normed to the college-going population.
Institution-level selectivity for Monmouth College
- Median SAT score: 1036
- Median ACT score: 23
- Program Admissions Test: ACT
- Required Score: 22
- Program GPA admissions requirement: 2.5
The admissions test requirements set by the program ensure that teacher candidates are among the top half of the college-going population.
A diverse teacher workforce benefits all students, particularly students of color. While there has been real progress over the last twenty years in diversifying the teacher workforce,1 these gains have not kept pace with a rapidly diversifying student population. To accelerate progress, strategic recruitment efforts by teacher preparation programs are essential.
- Teacher prep enrollment: 18 percent candidates of color2
- Illinois teacher workforce: 18 percent teachers of color3
- Local demographics: 16 percent persons of color4
Monmouth College is found to be 0.5 percentage points less diverse than the Illinois teacher workforce and 1.9 percentage points more diverse than the local population.
Courses reviewed: EDST 205, EDST 215, MCTE 405, and MCTE 406
The research-based content proven to be necessary for teaching all children to read should be clearly evident in materials such as lecture topics and assignments from at least one course and textbooks from all coursework.
The program fails to meet the standard because coursework addresses only one of the five components of effective reading instruction:
- Phonemic Awareness
- Comprehension Strategies
In order for elementary schools to deliver equitable and effective instruction in mathematics to all students, they need their teachers to have acquired the mathematics content and pedagogical knowledge specified in commonly accepted mathematics education standards. To evaluate that coverage, the Elementary Mathematics standard examines the instructional time allocated to each of the five essential topics in coursework required by teacher preparation programs.
To assess performance under this standard, the distribution of instructional time is estimated using syllabi and course descriptions. Only courses that provide content and pedagogical knowledge related to elementary mathematics are considered.
A review of EDST 110, MATH 210, MATH 211, MCTE 410, and MCTE 411 found the following coverage:
Numbers & Operations: 51 instructional hours*
Recommended target: 45 hours
Algebraic Thinking: 19 instructional hours*
Recommended target: 20 hours
Geometry & Measurement: 43 instructional hours
Recommended target: 25 hours
Data Analysis & Probability: 27 instructional hours
Recommended target: 15 hours
Mathematics Pedagogy: 100 instructional hours
Recommended target: 45 hours
*Please note that for grading purposes, the hours for Numbers & Operations and Algebraic Thinking are summed and measured against a combined target of 65 hours. Under this measure, 70 instructional hours were found.
Programs earning an A+ provide the content and pedagogical knowledge elementary teachers need for effective mathematics instruction. Programs earn this grade by allocating at least 150 instructional hours that encompass the five essential topics and by meeting 100% of the recommended target for each topic area.
Analysis of the required coursework for elementary teacher candidates at Monmouth College found the program to address 100% of the total target recommendation, dedicating adequate instructional time to each of the five topics.
Student teaching serves a critical role in preparing teacher candidates to take the reins of their own classroom. This apprenticeship allows candidates to build on coursework by learning directly from an established teacher, and practice and refine essential instructional and management skills.
Student teaching should be at least 10 weeks long in order to offer opportunities for repeated cycles of practice and growth. It should be full- or nearly-full-time, and include several weeks during which the candidate has primary responsibility for teaching the whole class for full days, so that the candidate can experience the full demands of being a teacher.
In addition, there are two essential steps that programs should take to safeguard the value of the experience:
1. Supply student teachers with sufficient feedback by requiring supervisors to provide student teachers with at least four instances of written feedback based on observations.
2. Establish a structured process for selecting strong cooperating teachers that includes the collection of sufficient information to confirm that cooperating teachers have relevant skills, including ability as a mentor and instructional effectiveness as measured by student learning.
No rating could be determined for this program because the institution did not provide the information necessary for evaluation.
New teachers and their principals consistently report that classroom management is one of their greatest challenges. Teachers will be better prepared to establish a positive classroom environment if, during their preparation programs, they practice and receive feedback on the five classroom management strategies shown by conclusive research to be useful for all students. These strategies are:
- Rules and Routines – Establishing classroom rules and routines that set expectations for behavior;
- Learning Time – Maximizing the time that students are engaged in learning by pacing lessons appropriately, managing class materials and the physical setup of the classroom, and teaching interesting lessons;
- Praise – Using meaningful praise and other forms of positive reinforcement to encourage appropriate behavior;
- Low-profile Redirection – Using unobtrusive means that do not interrupt instruction to prevent and manage minimally disruptive behavior; and
- Consequences – Addressing more serious misbehavior with consistent, appropriate consequences.
No rating for the teacher preparation program could be determined on this standard because the institution refused to provide the information necessary for evaluation.