New York City Teacher Education Case Study

The article, Surveying the landscape of teacher education in new york city from the journal, Educational Evaluation and policy analysis was retrieved from JSTOR, published in 2008. This article is a case study given to test the different qualifications of preparedness teachers in new york city must have and where they should be placed. This article answers the question of who is teaching teacher education programs? And are teachers fit to teach a diverse group of students who differ in terms of socioeconomic status, race, ethnicity and IQ. The first passage explains the background of qualifications and steps new york city teachers must go through in universities in order to teach in a new york city public school. The study looks at the NYC fellowship, college recommending

The first being administrative data from New York State on program completers, program and institutional data on program structure, faculty, and curriculum. An interview with program directors of field experiences and a survey from a division of teachers who completed preservice teacher education in the spring and summer of 2004. A majority of the survey revolved around asking teachers about their experience preparation. This involved field work, course work, and preparing for reading and mathematics teaching.The table labeled, Figure 1 on page 327, reveals the number of teachers entering different pathways from 1997 to 2004. From this bar graph we can conclude that temporary teachers used to be the most popular in school districts and only minimized in 2004. The NYC Teaching Fellows program prepares more than a third of all new teachers. In 2006-2007 10% of New York City teachers had began their career through a teaching fellowship. Another table on page 328, labeled figure 2, The Number on Childhood program completers by degree type, shows the study sample of BA and MA to All New York State schools from 2000 to 2005. This displays the increase of graduate students dominating public