While tougher standards are part of a well-publicized nationwide push for educational reform, most new teachers consider themselves unprepared to meet them, according to a report released earlier this year by the National Center for Educational Statistics and U.S. Secretary of Education Richard W. Riley. The survey, reported in The Chronicle of Higher Education, contacted over 4,000 full-time teachers in public schools across the nation and found that new as well as veteran teachers felt unprepared to meet demands for new and higher standards for public school students. In western New York, educational administrators are taking on this challenge. Educational reform in New York State is driven by new, higher learning standards applicable to all students. However, we cannot stop there and declare that the job of reform has been completed.
Deep change is systemic in nature.
In New York State, professional preparation programs and teacher certification, as well as ongoing professional development, are all integral aspects of the change agenda. In New York State, that translates to creating educational programs that elevate learning levels and allow clear measurement of students' progress. Arnold points out that an effective learning experience must clearly link student performance indicators for each subject area to the specified state learning standards, requiring students to understand and use ideas, perspectives, and methods central to the standards. He notes student teachers in the Daemen course develop a learning experience that is aligned to the standards and incorporates performance tasks that allow students' attainment of the standards. Standards are taught in most colleges and universities methods courses, but are isolated by content area.