Quincy University Quincy, Illinois
Institution Comment Comments submitted by: Dr. Ann K. Behrens, Dean of the School of Education
Quincy University supports the assessment of teacher education programs for the purpose of improving the quality of teaching and learning for all students. We strongly support the need for a.) rigorous standards that align with student learning outcomes, b.) research that measures teacher outcomes and links components of teacher preparation with student outcomes. Teacher preparation programs at Quincy University undergo continuous refinement based upon assessment data and feedback from our professional development school partners. The NTCQ study is inconsistent its analysis of data and makes false assumptions about program delivery. Examples include: (1) NCTQ’s analysis of standard 18 states in part, “Coverage (of classroom assessments) is likely disjointed because it is spread out among four courses.” However, classroom assessments are covered thoroughly and reinforced frequently because the topic is addressed in four different methods courses. It is misleading to call this “disjointed.” (2) In standard 26A, NCTQ determined that Quincy University coursework covers four of the five components of effective reading instruction but does not address fluency, which clearly is not the case. Fluency is addressed specifically in both ELE 316 and ELE 318. It is a critical part of reading instruction in both Fountas and Pinnell books which are required texts. In the professional evelopment school program (CATT) students are required to teach guided reading lessons that address all the stages of reading development. In each stage fluency is addressed. Students are also required to assess fluency as part of the reading lab, as well as part of assessments they give in the CATT program. (3) In standard 26B the findings were that the institution does not meet the standard because only one of three required courses in reading methods covers one or more components of effective reading instruction. However, a careful examination of both the syllabi and the textbooks used in these courses reveals that all reading methods courses address the five components of effective reading instruction. The American Association of Colleges of Teacher Education noted that NCTQ’s assessment of teacher preparation programs “utilized methodologies that do not meet the standards of basic scientific research.” Quincy University urges NCTQ to partner with universities and colleges across the nation to seek data which will promote better teacher preparation, improve student learning, and assist in closing the achievement gap for all marginalized individuals.
www.nctq.org/edschoolreports
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