March 28, 2024

Iowa teacher training programs failing

Sue Atkinson

Baxter

The annual yearly progress reports show Iowa schools failing to improve student proficiency results for all demographic groups. Provably false statements by school administrators are attempts to avoid accountability as well as try to recruit the public in their quest to stop the accountability.

One of the most widely used falsehoods profiles, stereotypes, and discriminates against students, using them as scapegoats (thus violating their civil rights) in spite of the fact students have no control over the curriculum, the materials used, or the lack of effective teaching skills.

In yet another international report this September, analyzing U.S. public education, a 37-page OECD study found in countries out-educating us: “There is almost no relationship between income inequality in countries and the impact on socio-economic background in learning outcomes. Some countries succeed, even under difficult conditions, to moderate the impact of socio-economic background on educational success.”

Contrary to the U.S., there are no achievement gaps where the teachers are trained to effectively teach the concepts required in education, and those countries are actually moving ahead of the 65th NPR as grade level by only hiring teachers trained to effectively teach concepts. Iowa schools are unable to achieve student proficiency up to the 41st NPR, even when new materials contain the concepts to be taught, because of the utter failure to train the teachers to effectively teach these, choosing to continue relying on memorizing sight words (a proven failure).

According to the National Council on Teacher Quality 2014 report, Iowa teacher training programs fail to include courses in all five of the reading concepts required for the science of reading;  “elementary teacher candidates are not required to pass a science of reading test to ensure knowledge of effective reading instruction, and preparation programs are not required to address this critical topic…. [T]he state does not ensure that its elementary teacher candidates are adequately prepared to teach the rigorous content associated with these standards.”

Tutorial services, as well as other countries, do not use sight words, and they teach all students up to grade level. Private tutorial services can increase grade level proficiency by at least two years in thirteen weeks of three hours each week. Schools using sight words lack the skills to do the job, thus validating the findings of the 2014 NCTQ report. What other occupation allows you to refuse to update your skills and still keep your job?