By: Sheila Nataraj Kirby, Jennifer Sloan McCombs, Heather Barney, Scott Naftel, RAND Corporation, September 2006

Teacher education has been subject to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest and most well funded efforts aimed at teacher education reform is boldly titled Teachers for a New Era (TNE). Eleven colleges and universities of various types nationwide were selected to participate in TNE. The TNE initiative emphasizes evidence-based decisionmaking, close collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession.

The RAND Corporation and the Manpower Research Demonstration Corporation followed and evaluated the TNE initiative from October 2002 to September 2005, conducting on-site interviews with TNE grantees. The authors place TNE in the larger context of teacher education reform and critically examine the process by which reform will result in highly qualified teachers capable of producing improvements in student learning. They also examine TNE’s contributions to the grantee institutions’ teacher education programs and organizational culture and assess the sustainability of TNE beyond the life of the grant.

Reforming Teacher Education Official Website

Abstract:

Teacher education has been subjected to both scathing criticism and innumerable reform efforts. One of the latest and most well-funded efforts aimed at teacher education reform is Teachers for a New Era (TNE). A recent RAND Corporation monograph describes the first three years of TNE’s implementation at the 11 grantee colleges and universities. The authors critically examine TNE’s contributions to the institutions’ teacher education programs and organizational culture and assess the sustainability of TNE beyond the life of the grant.

Book Contents:

Chapter One:
Introduction

Chapter Two:
TNE in the Context of the Broader Teacher Education Reform Effort

Chapter Three:
TNE’s Theory of Change: Assumptions, Enabling Factors, and Potential Outcomes

Chapter Four:
Profiles of the TNE Institutions

Chapter Five:
Implementation Progress and Thoughts About Sustainability of TNE

Chapter Six:
Conclusions

Appendix A:
Teachers for a New Era Web Sites

Appendix B:
Implementation Progress: First Cohort of Grantees

Appendix C:
Second Cohort of Grantees: Sites Included in the National Evaluation

Appendix D:
Second Cohort of Grantees: Sites Not Included in the National Evaluation

Appendix E:
Florida A&M University

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