ItIsTimetoInsistonHigh-Quality TeacherTraining
Despitesignificantadvancementsinourunderstandingof effectiveteaching and howchildrenlearn,historically,veryfewinstructorshavehadaccesstothe knowledgetheyneedtoteacheffectively.Thissituationresultedfromaprevious beliefthatteachersonlyneededtoknowhowtofollowthebookandthatschools couldberunthroughtop-downmanagement.Insteadofbeingviewedas professionalswiththeknowledgeandexperiencetomakewisedecisionsabout teachingandlearning,teacherswereregardedlikesemiskilledworkers,given extremelyorganizedjobs,andviewedastechnicianswhocouldbegivenvery littlepreparation.Wediscoveredthatpersistentbeliefsthatdivertattention fromtheeffortrequiredtoenhanceteacherpreparationfrequentlythwart attemptstoaddresstheseissues.Themisconceptionsthat"anyonecanteach" and"teachereducationmakesnodifference"aretwoofthemostdamaging.
Theseingrainedbeliefshaveledtothecontinuedlackofareliable,effective systemforhiring,training,andadvancingAmericaneducators.Sincenotall teacherpreparationprogramsmustbeaccredited,thereisawiderangein quality,withbothgoodandout-of-dateprogramsfunctioningalongsideeach other.Inasimilarvein,thenumberof"alternativeteacherpreparation" programsisexpandingquickly.Thefederaldatashowthatenrolmentin alternativeteacherpreparationprogramsintheU.S.increasedby111%from 2012-13to2019-20from84,100to177,800people (source: https://nces.ed.gov/programs/coe/indicator/tls). Meanwhile,completionof alternativeprogramsalsorose,thoughmoremodestly.Theseprogramscan rangefromhigh-qualityprogramstoonesthatjustofferafewweeksof orientationinhastyfixesthatsimplycausedissatisfactionandfatigueformostof itsapplicants.
Thebeliefthatteacherlicensureismerelyabureaucraticobstacletorecruiting enoughteacherstostaffourcountry'sschoolsunderminesitinmanyinstances. Acrossthecountry,thousandsofineligiblepeoplearewaitinginfrontofschools. Eventhecurrent,laxlicensurerequirementsarenotmetbythem,muchlessthe strictonesthatarerequired.Inordertosatisfythedemandsofschoolsthatare unabletoretainteacherswiththenecessarycredentials,thesepeopleareputin classroomsinviolationofdistrictandstaterules.Althoughitisclaimedthatthese schoolsareexperiencing"shortages"thatcallforexceptions,wefeelthat uncertifiedteacherscanneverbeplacedinschoolsduetoteacher"shortages," basedontheinformationprovided.Theideathatlicensure,accreditation,or excellentteacherpreparationareobstaclestoprovidingenoughhighlyprepared teacherstothecountry'sschoolsisunsupportedbyanyevidence.Cuttingcorners onthesequalitycontrolproceduresjustmakestheissuesthatarekeeping talentedteachersfromworkinginschoolsthatneedthemworse.
Establishingstandardsissimilartoconstructingapyramidinthateachlevelis dependentupontheothers.Ifteachersarenotpreparedtomeethighstandards, studentswillnotbeabletomeetthem.Itiscriticaltorecognizethatapluralistic societyandaknowledge-basedeconomybringwiththemnewdemandson education.Inordertohelpeverychildprepareforsuccessfulemploymentand
productivecitizenshipinthetwenty-firstcentury,allteachersmusthavea thoroughunderstandingoftheirsubjectareas,understandhowchildrenlearn,be abletousethatknowledgetoteachwell,usemodernlearningtechnologies effectively,andcollaboratecloselywiththeircolleaguestocreaterichlearning environments.Thisisevenmoretruetodaythanitwastenyearsago.
Weareawarethatthefoundationofgoodschoolsishigh-qualityinstruction.It takesthreestepstomeetthisrequirement:licensingmustbecomeawidely acceptedassurancethatteachersenteringtheclassroomarequalifiedtobe there;accreditationandotherqualityassuranceinitiativesmustmakesurethat teacherpreparationprogramsaremeetingtheseexpectations;andteacher preparationprogramsmustprepareteacherswhocanmeethighstandards.
Thefoundationofeffectiveteacherpreparationprogramsisourunderstandingof effectiveinstruction.Asstated,wehaveidentifiedasetofcriteriathatwe believedefineahighlyqualifiedteacher.
Regardingwhatahighlyqualifiedteachershouldknowandbeabletodotoassist childrenlearn,theteachingprofessionhascometoanagreement.Becauseitis essentialthatprogramsinvolvedinteacherdevelopmentandlicensurebe foundedonagenerallyrecognizedconsensusofwhatitmeanstobeahighly qualifiedstartingteacher,wereiteratethisdefinitioninthesepages.
Theseattributesarenotinnate.Gettingtothe classroom callsforthosewhoare self-assuredandhavedonetheirhomework.Wecannottrustpeoplewhoare unfamiliarwithrigorwithourchildren'sminds.
Theeffectivenessofanyteacherpreparationprograminimpartingthese fundamentalsofexcellentteachingshouldbeevaluated,regardlessofwhetherit isconsidered"traditional"or"alternative."Theseessentialelementsofhighqualityinstructionshouldbereflectedinandreinforcedbyaccreditationand licensure.
Inthepartsthatfollow,wegooversiximportantaspectsofteacherpreparation andofferwaysinwhichtheycomplementthequalitiesofagreatteacherthatwe listedatthestartofthissection.
1.CAREFULSELECTIONOFAPPLICANT TEACHERS
Teacherpreparationprogramscanfindteachingcandidateswhoarequalifiedto buildthequalitiesofstartingteachersbycarefullyselectingandrecruitingthem. Carefullychoosingapplicantsraisesthepossibilitythataprogramforpreparing teacherswillproducepeoplewho:
-Havein-depthunderstandingofthesubjectstheyinstruct;
-Worktogetherwithothereducators,parents,communitymembers,and coworkers;
-Evaluatetheirmethodstoenhanceinstructionandstudentlearning;
-Striveforprofessionaldevelopmentinpedagogyandcontent;and
-Encouragestudentstohavealoveoflearning.
2.ADEQUATEACADEMICREADYINGFORTEACHING
-Programsforpreparingteachersprioritizedgraduatestudentswithgood intellectualbackgroundswho:
-Havein-depthunderstandingofthesubjectstheyinstruct;
-Showthatyouhaveasolidgraspofhowstudentslearn;and
-Exhibittheteachingabilitiesrequiredtoassisteverystudentinmeetinghigh standards.
3.POWERFULAPPLICATIONSTOIMPROVETEACHINGSKILLS
-Ahighlyqualifiedteacherisdevelopedthroughclinicalpracticeinavarietyof contextsundertheguidanceoffacultyandexperiencededucators.Itiscrucialfor trainingneweducatorswho:
-Showthatyouhaveasolidgraspofhowstudentslearn;
-Exhibittheinstructionalabilitiesrequiredtoassisteverystudentinmeeting highstandards;
-Establishaconstructivelearningatmosphere;
-Diagnoseandaddresseachstudent'suniquelearningneedsusingarangeof assessmenttechniques;
-Incorporatecontemporarytechnologyintocoursestoenhancestudents' learning;and
-Worktogetherwithothereducators,parents,communitymembers,and coworkers.
4.MENTOREDTEACHINGSUPPORTATTHEENTRYLEVEL
Beginningteachersreceivevitalsupport (source: https://journals.sagepub.com/doi/10.1177/21582440211015680) asthey establishthefoundationforbeingsuccessfuleducatorsthrougharobust residencyandguidedinductionprogram.Noviceteachersgainadeeper understandingofallfacetsofhighlyqualifiedteachingthroughtheseexperiences, andspecificallythey:
-Showthatyouhaveasolidgraspofhowstudentslearn;
-Exhibittheinstructionalabilitiesrequiredtoassisteverystudentinmeeting highstandards;
-Establishaconstructivelearningatmosphere;
-Diagnoseandaddresseachstudent'suniquelearningneedsusingarangeof assessmenttechniques;
-Toenhancestudentlearning,incorporatecontemporarytechnologyinto curricula;
-Worktogetherwithothereducators,parents,communitymembers,and coworkers;
-Evaluatetheirmethodstoenhanceinstructionandstudentdevelopment;and -Striveforprofessionaldevelopmentinpedagogyandcontent.
5.USECURRENTTECHNOLOGIESINLEARNING
Programsforpreparingteachersthatincludecontemporarylearningtechnology (source: https://ed.stanford.edu/ldt) intoclinicalpractice,academicpreparation, andinductioncreateeducatorswhoarecapableof:
-Usecontemporarytechnologyintheclassroomtoenhancestudents'learning;
-Exhibittheinstructionalabilitiesrequiredtoassisteverystudentinmeeting highstandards;
-Diagnoseandaddresseachstudent'suniquelearningneedsusingarangeof assessmenttechniques;
-Worktogetherwithothereducators,parents,communitymembers,and coworkers;
-Evaluatetheirmethodstoenhanceinstructionandstudentlearning;
-Striveforprofessionaldevelopmentinpedagogyandcontent;and -Encouragestudentstohavealoveoflearning.
Inordertoaddressthelearningdemandsofpupilsinthedigitalage,teachersin 21stcenturyschoolsneedtopossessadeepunderstandingandhighlevelofskill inusing,navigating,andtroubleshootingvarioustechnologicaldevices,software, andplatforms.Softwareandhardwarethatconnectclassroomstotheoutside worldandawealthofcurriculumresourcesineverysubjectarea,ateverygrade level,arebeingusedmoreandmoreinK–12settingsforteachingandlearning. Parents,students,schoolboards,andadministratorsexpectallinstructorstobe proficientintheuseofthenewtechnologythatwillpermeateclassroomsinthe future.Itisparticularlycrucialthatweprepareeducatorswhoarestartingtheir careersinruralandlow-incomecommunitiestobecomechampionsfortheuseof InformationandCommunicationTechnologies (source: https://en.wikipedia.org/wiki/Information_and_communications_technology) toenhanceeducation.Withoutteacherswhoknowhowtoincludestudentsin demandinglearningactivitiesthatcanhelpthemattainhighstandards,students
inthesecommunitieswillnotbeabletofullybenefitfromthesenewlearning tools.Developingtechnology-savvyteachersintheseenvironmentsshouldbea toppriorityforteacherpreparationprogramsastheyplantheirclinicalpractice andinductionexperiences.
Itisinsufficienttocreateasmallcadreofeducationtechnologyspecialistsoradd newtechniquescoursesabouttechnologyineducation. Universitycourses across thecurriculummustbecreated,orreformed,byqualitypreparationprogramsto guaranteethatallteachercandidateslearnwithtechnologyundertheguidance offacultymemberswhouseiteffectivelyinallsubjectareas.
Candidatesforteachingpositionsinallsubjectareasandgradelevelsshouldbe equippedtousetechnologyasatooltoencouragestudentstotakeanactiverole intheireducation.Theyshouldbeabletousethepowerofthesenewlearning toolstohelpstudentsimprovetheirlanguageandartisticskills,andtheyshould beabletousemodeling,simulations,andgraphicmanipulations,amongother techniques,tohelpstudentsgainadeeperconceptualunderstandingof mathematicsandscience.Additionally,giventheforecast,allhighschool graduateswouldhavecompletedatleastoneonlinecourse,teachercandidates oughttobegiventhechancetocollaboratewithtech-savvyeducatorsinonline learningenvironments.
Newtoolsfordocumentingstudentlearning(suchaselectronicgradebooksand portfolios),identifyingproblemareas(suchasportabledevicesthatcangenerate "runningrecords"ofstudents'readingprogress),andevaluatingstudentandclass progress(suchasassessmentdatabasesandspreadsheets)areallmadepossible bymodernlearningtechnologies.
Throughouttheirtrainingandclinicalpractice,teachercandidatesshouldmaster theuseofthesepotentevaluationinstruments.Ontheoppositeendofthe technologicalspectrum,severalstatesarecreatingthoroughonlineteststhat instructorscanusetotrackstudents'developmentfromyeartoyear.Thisallows eachsucceedingteachertocreatelearningactivitiesthatareappropriateforthe nextstageofachild'seducation.Itshouldbecleartonewteachershowtouse thisinformationtoinformtheirlessonplans.
6.EVALUATINGTHEEFFECTIVENESSOFTEACHERPREPARATION
Toguaranteehigh-qualityteacherpreparation,theefficacyofteacherprograms mustbeevaluated (source: https://www.tandfonline.com/doi/full/10.1080/19415257.2023.2264309).
Programsarebetterpositionedtoadvanceiftheyevaluatethesuccessofthe teacherstheytrain.Byinvolvingteacherhopefulsandnewinstructorsinthis process,theyalsohelptocreatehighlyskillededucatorswhocan:
-Diagnoseandaddresseachstudent'suniquelearningneedsusingarangeof assessmenttechniques;
-Evaluatetheirmethodstoenhanceinstructionandstudentdevelopment;and -Striveforprofessionaldevelopmentinpedagogyandcontent.
Whencombined,thesixelementsoftheteachertrainingprogramlistedabove offerprecisestepsforachievement.Beginningteacherattritionratesarenearly halfthatofbeginningteacherswhohavenotreceivedthistypeofpreparation whenteacherpreparationprogramsemphasizeacogentapproachtodeveloping rigorousknowledgeandteachingskills,incorporateextensiveclinicalpractice tailoredtotheneedsoftheschoolsandstudentstheywillserve,andofferearly teachingsupporttotheirgraduates.Graduateswhoarewell-preparedaremore likelytoremainintheclassroomandhelptheschoolstheyworkinbuildarobust professionallearningcommunity.
Similartootherprofessions,ensuringqualityinteacherpreparationis accreditation (source: https://aacte.org/resources/high-quality-educatorpreparation/). Generallyspeaking,voluntaryaccreditingorganizationsareused byAmericanprofessionstoassessthecaliberofprogramsthattrainnewhires.
Asinthefieldsofengineering,nursing,andmedical,accreditationprocessesand conceptsaretypicallylinkedtoanationallyrecognizedcurriculum.Only individualswhosuccessfullyfinishauthorizedprogramsareeligibletositfor licensingtests.Inordertostrengthenqualitystandards,achainofresponsibility connectsstatelicensingrequirements,specialtyaccreditation,andacademic standards.Thisisn'ttrueforteacherpreparationforanumberofpoliticaland
historicalreasons.Incertainstates,instructorscanobtaintheirlicenseand certificationtoteachwithoutcompletinganapprovedteacherpreparation program (source:
https://en.wikipedia.org/wiki/Alternative_teacher_certification), whichis differentfromaccreditationinotherprofessions.
Therehasbeenincreasingpressureonfederalandstateagenciestotakethelead inthechainofresponsibilityforteacherpreparation.Thereisgrowingcriticism aboutthequalityofmanyteachereducationprograms.Theapparent unwillingnessorincapacityofmanyprogramstofundamentallyalterorenhance themselvesiscausingalarmamongmanypoliticians.Theseworrieshave contributedtothegrowthofthealternativepathsmovement.
Thepassratesofapplicantsontheircoursefinalexams,the"comps" (comprehensiveexamination)neededfortheirdegreeprograms,ortheirPRAXIS andotherteacherexamscoresarenotenoughtofullyunderstandthequalityof teacherpreparation.
Allteachereducationprograms,bothconventionalandalternative,shouldstep uptheireffortstoshowthe"valueadded"theyprovidetotheirteacher candidatesinpublic.
Thecharacteristicsofahighlyqualifiedbeginningteacherthatserveasthe foundationforthissectionshouldbedocumented,togetherwiththedegreeto whichgraduateshavedevelopedandmasteredthem.
Professionallyestablishednationalcontentstandardsforstudentsinpre-K–12are nowinlinewithNCATEprogramcriteria (source: https://cdn.ncte.org/nctefiles/groups/cee/ncate/final_guideprepaing_712.pdf).
Teachersarebeingpreparedtoteachtothestandardsintheseacademicareasas longaseducationprogramsachievethesestandards.
Facultyinthearts,sciences,andeducationevaluateclinicalexperiencesand coursestoascertainhowtheyhelpteachersbuildtheirpedagogicalexpertiseand materialtomeetcriteria.
COLLEGEANDUNIVERSITYACCOUNTABILITYFORHIGH-QUALITYTEACHER TRAINING
Approximately1,400collegesanduniversitiesintheUnitedStatesofferteacher preparationprogramsaccordingtotheNationalCouncilonTeacherQuality (source: https://www.nctq.org/research-insights/our-review-of-teacherpreparation-programs-with-u-s-news-setting-the-record-straight/). These programsencompassvariouslevelsofeducation,includingcertificates,associate degrees,bachelor'sdegrees,andmaster'sdegrees.Additionally,over550ofthese programsareaccreditedbytheCouncilfortheAccreditationofEducator Preparation(CAEP).
Since1,400collegesanduniversitiesnationwidepreparethegreatmajorityofthe nation'steachers,institutionalresponsibilityforsuccessmustbeaddressedinany seriousdebateofaccountabilityforhigh-qualityteacherpreparation.
Deansoftheartsandsciences,collegepresidents,universitychancellors,and educationcollegesmustalltakeresponsibilityforthecaliberofteacherstrained attheirschools.Thisentailsprioritizinghigh-qualityteacherpreparationin institutionaldesign.Don'tmakeamistake.Theseinstitutions'boardsoftrustees andpresidentshaveamoralobligationtothechildrenofAmerica.Theyshouldn't beinvolvedinteacherpreparationiftheycan'tfulfillthiscommitment.
Therealityisthatfartoomanyteachereducationprogramslackthefunding necessarytocarryouttheirmandates.ToomanyAmericanuniversitiestreat theirschoolsofeducationas'cashcows,'whoseexcessrevenuesarespentonthe trainingofdoctors,lawyers,accountants,andalmostanyotherstudentsthanthe prospectiveteachersthemselves.
Facultymembersfrequentlyreceivelowersalariesthantheircounterpartsin otherprofessions,andinvestmentsineducationaltechnologyfrequentlyfallwell shortofthosemadeinotheruniversityprograms.
Effectiveteachertrainingrequiressignificantresources.Shortchangingteacher educationleadstoweakprogramsthatlacktheextensivesupervisedassistance necessaryforsuccessfulteacherpreparation,aswellaspoortraining.
Theprioritiesofthecompensationsystemsatmanyresearchuniversitieswith teacherpreparationprogramsdivertfacultymembersfromtakingamajorrolein teacherpreparation.Thesesystemicdisincentivesstandinthewayofsuccessful andefficientteacherpreparation.
Whenimportantuniversitypoliciesaremodifiedtopromoteandreward cooperationbetweentheK–12facultyandthecollegesofeducation,arts,and sciences,progressismade.Thiscanincludeproceduresthatacknowledgethe importanceofK–12collaborationinfacultypromotionandtenureregulations,as wellaspoliciesthatrewardallacademics—notjustthoseineducation—for theirteachingandserviceefforts.
Sometimes,inordertobreakdownthebarriersbetweenK–12educational systems,schoolsofeducationprograms,andtheartsandsciences,structural adjustmentsareneeded.
Themainchallengeinensuringqualityinhighereducationinstitutionsisto restoreteacherpreparationtoitsformerstatusin Americanhighereducation asacoremissionthatinvolvesallcampussegmentsandhastheactivesupportof topuniversityleaders.Wepresentthisproblemtothepresidentsofcollegesand universitiesasthemostsignificantpublicpolicyissuetheywillfaceinthecoming years.
Changesinpolicy,structure,andpracticethatleadtoacampus-wide,communitybasedfocusonhigh-qualityteachertrainingmustbedevelopedandmaintained bycampuschiefexecutives,provosts,andeventrustees.
ToguaranteethatAmerica'schildrenaretaughtbyhighlycompetenteducators, westillmaintainthatlicensureiscrucial.InorderforAmerica'sfamiliesand childrentofeelsecure,licensuremustguaranteethatschooladministratorsare assigningqualifiedpersonstotheirclasses.
Significantcorrelationsbetweenteachercertificationmetricsandstudent achievementattheindividualinstructorlevelhavebeendiscoveredbystudies employingbothnationalandstatedatasets.Thestrengthofconclusions
regardingthesignificanceofcertificationthatmaybemadefromanyonestudyis strengthenedbytheconvergenceofdataacrossmanyunitsandlevelsofanalysis.
Wefeelthatmoreneedstobedonetoguaranteethatlicensurereflectsthehigh standardsrequiredforhighlycompetentteaching,evenifstatesareincreasingly agreeingonraisinglicensingstandards.Thisisdueto:
1.Statesdifferinthequalityandcontentoftheirlicensingrequirements;
2.Testsforteacherlicensureareinsufficient.Widedifferencesinacceptable passingscoresreducetheirworth,andsomearepoorindicatorsofthebreadthof knowledgeandabilitiesrequiredofallteachers;
3.Licensesareafarceduetoloopholes.Thenumberofbackdoorstoclassrooms hasincreased,andstateofficialshaveoccasionallyapprovedflagrantdisregardfor theirownregulations;
4.Sometimesthepublicisunawareofthecredentialsandlicensurestatusofthe teachersintheirschools;and
5.Duetothefactthatunderqualified"teachers"arefrequentlyassignedto overburdenedschools,disadvantagedpupilssufferthemostfromthese loopholes.
Onepowerfulvoiceinthecacophonyofchangeisthatofprofessionalstandards boardsforeducators (source: https://en.wikipedia.org/wiki/National_Board_for_Professional_Teaching_Stan dards). Inthebestofcircumstances,theseboardshavethesamepowersas boardsforotherprofessions,includingtheabilitytoaccreditprogramsfor teachertrainingandlicenserenewal,establishstandardsforlicensure,grant licenses,anddisciplinecertifiedpractitioners.Whilesomeserveasadvisorsto stateboardsofeducation,othersareautonomousandhavetheauthorityto establishguidelinesandstandardsforpractice.
Newteacherswhogetexcellentteacherpreparationareequippedwiththe abilities,self-assurance,andcompetencetostarttheirteachingcareers.A teacher'shighlevelofqualificationshouldbeconfirmedbytheirlicense.Asweall
know,thesearetheinitialstepstoensuringthatourschoolsarefilledwith qualified,capable,andcompassionateteachers.Byimplementingthe recommendationsforteacherpreparationandqualityassurance,states,higher educationinstitutions,schools,andschooldistrictscanworkwithustomakesure thatteacherpreparationcreatesasolidfoundationandthatlicensureensures high-qualityinstruction:
TEACHER EDUCATION
-Establishandupholdstrictrequirementsforadmissiontoallprogramsthat prepareteachers;
-Mandatethatall"traditional"and"alternative"trainingprogramsoffer demandinginstructionintendedtocultivateandinculcatethequalitiesofhighly trainedteachers;
-Createprogramsforpreparingteachersbasedonthesixpillarsofeffective teachereducation;
-Establishincentivesatthefederal,state,andlocallevelstoattractandtrain educatorsinfieldswithhighneeds;and
-CreateandsupportrobustK–16collaborationswhereteachertrainingclosely reflectsschoolandstudentneeds.
ASSURANCEOFQUALITY
-Demandthatallprogramsthatprepareteachersadheretostrictaccreditation requirements;
-Assignleadershipaccountabilityforthecaliberofteachertrainingatthe programandinstitutionlevels;
-Discontinuethoseprogramsthatdon'tgenerategoodteachers;
-Whereindependentstandardsbodiesarelacking,establishthemanddevelop regulatoryprocessestocarryouttheirrulings;
-Createandimplementgenerallyrecognizedcriteriaandpassingscoresfor licensingexaminationsthatarebasedonastrictdefinitionofteachingquality;
-Createseveralmeasuresforlicensurethatincludedemandingcontent knowledgetests,performance-basedevaluationsofteachingability,and portfoliosthatrecordbothcontentknowledgeandteachingability;
-Imposepenaltiesonschoolsthatforceinstructorstoteachoutsideoftheir fieldsandondistrictsthatemployunlicensedteachers;
-Providethepublicwithinformationaboutteachingassignmentsandteacher licensurestatus;
-Toenhancethesystemforteachertrainingandlicensure,gatherandapplydata onstudentaccomplishment,teacherlicensure,andteacherretention;and
-Implementsophisticatedcertificationandlicensingprogramswithmultiple tiers,rangingfromentry-leveltoexperiencedteaching.
Itistimetoinsistonhigh-qualityteachertraining,strictaccreditationcriteria,and high-qualitylicensuretoguaranteethateducatorsareequippedtosatisfythe teachingrequirementsofourschoolsandthelearningneedsofourstudents.
MeganWilson isateacher,lifestrategist,successfulentrepreneur,inspirational keynotespeakerandfounderof https://EbookACE.com.Meganchampionsa radicalrethinkofourschoolsystems;shecallsoneducatorstoteachboth intuitionandlogictocultivatecreativityandcreateboldthinkers.
Source: https://ebookace.com/it-is-time-to-insist-on-high-quality-teachertraining/