2017 General Teacher Preparation Policy
The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce. This goal was reorganized in 2017.
Minimum Standards of Performance: Colorado does not set minimum standards of performance for the data that programs must report.
Program Accountability: As a result of the lack of minimum standards of performance, Colorado does not articulate consequences for programs that fail to meet specific criteria.
State Report Cards: Colorado publishes an annual report on its website showing some data collected by the state on individual teacher preparation programs. While Colorado law states that these reports are to include data on student academic growth, educator placement, and educator mobility and retention, current reports include only data on the number of completers in each program by endorsement area and demographic information about completers.
Program Approval Process: Colorado maintains full authority over teacher preparation program approval.
Colorado Revised Statute 23-1-121, 22-2-112 Reports http://highered.colorado.gov/i3/Reports.aspx
Establish the minimum standards of performance for each category of data.
Colorado should establish precise minimum standards for teacher preparation program performance for each category of data it collects to help clarify expectations regarding program quality.
Ensure that criteria for program approval result in greater accountability.
Colorado should ensure that programs are held accountable for meeting minimum standards of performance, and that the state's accountability system is sufficient to differentiate performance among programs, including alternate route programs. The state should establish clear follow-up actions for programs failing to meet these standards, including remediation or loss of program approval as appropriate. For programs exceeding minimum standards, Colorado should consider finding effective ways to disseminate best practices.
Publish an annual report card on the state's website that includes program performance data.
Although Colorado currently releases annual reports on teacher preparation programs, the state should produce an annual report card that clearly displays all program-level data that the state is required to collect on individual teacher preparation programs. Data should be presented in a manner that transparently conveys whether programs have met performance standards.
Colorado recognized the factual accuracy of this analysis; however, the analysis was updated subsequent to the state's response.
1D: Program Reporting Requirements
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.