Teacher Preparation & Quality: An Evidence-Based Challenge A public policy forum presented by the: Center for Education at the National Academies National Education Knowledge Industry Association (NEKIA) Progressive Policy Institute (PPI) February 16, 2005 Overview and Agenda
NOTE: The following audio transcripts of the Policy Forum on Teacher Preparation and Quality are not an official report of National Academy of Sciences, National Academy of Engineering, Institute of Medicine, or National Research Council (collectively “National Academies”). Opinions and statements included in the audio files are solely those of the individual persons or participants at the conference, and are not necessarily adopted or endorsed or verified as accurate by The National Academies.
With the enactment of the No Child Left Behind Act and the Education Sciences Reform Act of 2002, scientific evidence has started to play a major role in the development of education policy and practices, including the preparation of teachers. This forum, co-hosted by National Education Knowledge Industry Association, the Progressive Policy Institute, and the National Academies/Center for Education, focused on a number of critical questions relating to teacher preparation.
9:00 a.m.	Welcome and Overview of Forum
	James Kohlmoos, National Education Knowledge Industry Association
	Andrew Rotherham, Progressive Policy Institute
	Martin Orland, Center for Education
9:10 a.m.	Panel One:  What Does Research Say about Teacher Preparation & Quality?
	Michael Allen, Education Commission of the States
	Joan Ferrini-Mundy, Michigan State University
	Richard Ingersoll, University of Pennsylvania
	James Wyckoff, SUNY Albany
	Moderator:  Martin Orland
	Introductory remarks, Martin Orland
	Moderated discussion questions
	• What do we know about students who enter teaching and what are the implications for recruitment and retention?
	• What do we know about how teachers with varying characteristics are distributed among school districts and classes, and what are the underlying causes?
	• What would the effect on student achievement be of redistributing teachers so that those with the best preparation are teaching students with the greatest educational needs?
	• What do we know about alternative certification programs and what are the trends?
	• What do we know about teacher retention and what are the implications for teacher supply and shortage issues?
	• What recommendations would panelists make to improve teacher preparation and quality?
	Audience Q&A
10:25 a.m.	Break
10:35 a.m.	Panel Two:  What Are the Implications for Policymakers?
	Thomas Carroll, National Commission on Teaching and America's Future
	Kaya Henderson, The New Teacher Project
	Robert Smith, Arlington County (VA) Public Schools
	Kate Walsh, National Council on Teacher Quality
	Moderator:  Andrew Rotherham
	Introductory remarks, Andrew Rotherham
	Moderated discussion questions
	• Initial reactions to Panel One discussion
	• How would you change the preparation, certification, and hiring process?
	• Where do you weigh in on the cost-benefit issue with regards to teacher preparation?
	Audience Q&A
12:00 p.m.	Adjourn