National Council on Teacher Quality. (2020). Pacific University Graduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/Pacific-University-OR-2
The standards for admission into either the institution or its teacher preparation program should be sufficiently selective to ensure that teacher candidates come from only the top half of the college-going population. In order to ensure that any test used as a screen is able to provide sufficient selectivity, it must be normed to the college-going population.
The program does not meet the standard because it does not exploit the potential for admission requirements (grade point averages, standardized tests commonly used for graduate admission and/or auditions) to provide assurance that teacher candidates have the requisite academic talent.
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: 32 percent candidates of color2
- Oregon teacher workforce: 13 percent teachers of color3
- Local demographics: 26 percent persons of color4
Pacific University is found to be 19.4 percentage points more diverse than the Oregon teacher workforce and 6.5 percentage points more diverse than the local population.
Courses reviewed: EDUC 667, and RDNG 655*
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 looking at course materials, there is little or no evidence of adequate instruction on any of the five components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and 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 EDUC 666 found the following coverage:
Numbers & Operations: 5 instructional hours*
Recommended target: 45 hours
Algebraic Thinking: 2 instructional hours*
Recommended target: 20 hours
Geometry & Measurement: 2 instructional hours
Recommended target: 25 hours
Data Analysis & Probability: 0 instructional hours
Recommended target: 15 hours
Mathematics Pedagogy: 21 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, 7 instructional hours were found.
Programs earning an F do not provide enough of the content and pedagogical knowledge elementary teachers require for effective mathematics instruction. Programs earn this grade by allocating fewer than 90 hours (out of the 150 target hours) to the five essential topic areas combined, less than 60% of the total target recommendation.
Analysis of the required coursework for elementary teacher candidates at Pacific University found the program to address 20.0% of the total target recommendation.
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.
- Our review finds that the program includes at least 10 weeks of full- or nearly-full-time student teaching, and exposes candidates to the full responsibilities of a teacher.
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.
- A review of program policy finds that supervisors are required to provide a minimum of 7 instances of written feedback based on observations.
- Analysis finds that this program does not collect substantive information on cooperating teachers' skills.
- To ensure candidates are placed with the best, establish an explicit process with partner districts to gather information on potential cooperating teachers' skills including both their effectiveness (as measured by student achievement) and capacity to mentor. Collecting additional information, such as a teacher's classroom management style or communication skills, can also be valuable, as long as the focus remains on quality and the potential fit as a mentor and not on just collecting basic data, like years of experience. This information should be used to screen cooperating teachers' suitability before placing student teachers with them.
- Clear requirements for cooperating teachers can help to guide the cooperating teacher selection process. At a minimum, cooperating teachers should be both strong mentors of adults and highly effective instructors. Our review finds that program requirements include that cooperating teachers must be strong mentors, but do not address teacher effectiveness as defined by student learning.
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; manage student engagement)
- Low-profile Redirection
Consider modifying evaluation and observation instruments to provide participants with feedback on their use of the following strategies:
- Learning Time (manage the physical classroom)