National Council on Teacher Quality. (2020). New York University Undergraduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/New-York-University-NY-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 New York University
- Median SAT score: 1357
- Median ACT score: 31
- Program GPA admissions requirement: 2.75
The selectivity of the institution ensures 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: 55 percent candidates of color2
- New York teacher workforce: 20 percent teachers of color3
- Local demographics: 53 percent persons of color4
New York University is found to be 34.4 percentage points more diverse than the New York teacher workforce and 1.5 percentage points more diverse than the local population.
Courses reviewed: CHDED-UE.1144, LITC-UE.1176, LITC-UE.1177, LITC-UE.1178, and SPCED-UE.1008
The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.
We were unable to determine a rating on the standard for this program because information regarding instruction and expectations of teacher candidates in required coursework is insufficient.
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.
A review of program evaluation and/or observation instruments finds that they provide feedback on student teachers' use of the following classroom management strategies:
- Rules and Routines
- Learning Time (manage time; manage materials)
- Low-profile Redirection
Consider modifying evaluation and observation instruments to provide participants with feedback on their use of the following strategies:
- Learning Time (manage student engagement; manage the physical classroom)