Clayton Christensen Institute case study offers lessons from what it calls “cutting-edge” teacher education models.
In a new study on teacher education, the Clayton Christensen Institute profiles credentialing programs and graduate schools of education that have emerged from the charter school landscape.
As the demand for quality teachers grows, and reformers across the country work to improve the teaching force as a key way to impact student outcomes, the study aims to provide insight into how schools can pioneer similar programs and navigate state policy and accreditation requirements on the path to developing new institutions for teacher education.
“Many teacher education programs that rely on traditional methods are not making the grade,” said author Thomas Arnett, a research fellow for the Institute. “These organizations have created their own customized credentialing programs and graduate schools of education in order to develop innovative models that train teachers more effectively through a common emphasis on creating strong connections between formal teacher education and the application of that education in K-12 classroom settings.”
“Startup Teacher Education: A Fresh Take on Teacher Credentialing” profiles three institutions that went through their states’ approval processes in order to offer new approaches for training teachers, granting credentials, and awarding master’s degrees: High Tech High Graduate School of Education in San Diego, the Relay Graduate School of Education in New York, and Match Education’s Sposato Graduate School of Education in Boston.
(Next page: Findings from the study and recommendations from school leaders)
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