The National Education Policy Center frequently engages independent scholars to review think tank reports, which are often advocacy reports.
In this report, the NEPC scholars review the latest report from the National Center on Teacher Quality, which was formed about 20 years ago to take down teachers’ colleges. See this post.
NEPC Review: 2020 Teacher Prep Review: Clinical Practice and Classroom Management (October 2020)
Reviewers: Jamy Stillman and Katherine Schultz March 16, 2021
NCTQ’s 2020 Teacher Prep Review focuses on two areas of teacher preparation: clinical practice and classroom management. The report uses an approach that is now familiar to readers of NCTQ publications: asserting a set of preferred practices and then applying those criteria to teacher education programs. Although NCTQ reports have been critiqued for their limited use of research and highly questionable research methodology, this report employs the same approaches as earlier NCTQ reports. Rather than analyzing the characteristics of successful programs preparing teachers for a wide range of contexts, the report is based exclusively on adherence to or compliance with NCTQ internal standards that are neither widely accepted nor evidence-based. Thus, the report’s value is diminished and is unlikely to transform teacher preparation
