0.3 3. changing assessment, changing instruction; ella burton

Introduction

University based school leadership preparation programs are under attack. Levine (2005) suggested that school leadership preparation programs were in a “race to the bottom” (p. 61). Preparation programs are also being asked to address more explicit accreditation standards and the Secretary of the US Department of Education has suggested applying standards embedded in No Child Left Behind (NCLB) to higher education (The Spellings Report, 2006). This report has an ambitious set of goals as to the expectations for American higher education. There are five goals specific to charting the future of’ higher education and one of those is very specific in that postsecondary institutions are expected to provide high-quality instruction.

At the heart of nearly every report suggesting change in the preparation of school leaders is a recommendation that programs strengthen the quality of teaching, gather data about student success while in the program and upon graduation, and adopt common performance assessments that assure that all students meet standards and benchmarks and have a similar educational experience.

Such dramatic changes rarely come without resistance or debate. The standards-based movement represents a major change and as a result has been both vilified and praised. As institutions of higher education tackle the requirements of the standards-based movement there is a need to recognize the vast differences in the professoriate depending on whether emphasis is placed on teaching or engaging in research.

Teaching and learning in a standards-based environment

The change in the culture of assessment begs inquiry into the pedagogical practices that professors use in the courses they teach. To improve instructional effectiveness it is important to establish a framework that shapes how the program values instruction. An analysis of current practices and a review of related pedagogy support identification of appropriate instructional approaches. These practices must support student acquisition of the knowledge and skills to successfully complete the performance activities. Student success, including the extent they learn and grow intellectually, are the important considerations.