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Data Shows Quality of Walsh's Teacher Preparation Program

What's New, 2013-06-27

Dear Walsh Community,

I would like to respond to the June 20 article in the Canton Repository citing low marks from the National Council on Teacher Quality Report (NCTQ) for area schools.  Walsh University, as well as the majority of teacher education programs in the area and nation, opted not to participate.

The NCTQ reports are generating headlines, but many established associations and scholars have cited their work as “misleading, unreliable, and an effort to promote an ideological agenda rather than a genuine effort to inform the public and improve teacher preparation.” 

The NCTQ survey is not an accurate measure of performance; in contrast, our national reviews for accreditation involve site visits, regular institutional reporting, systematic review of data, and candidate/employer interviews.

Walsh University takes pride in its nationally recognized teacher education program.  We celebrate the successes of our students, faculty, PK-12 school partners, and community members.  In addition to the State of Ohio reviewing our programs, Walsh University received national recognition after rigorous review from the National Council for Accreditation of Teacher Education (NCATE/CAEP).  Each teacher licensure program also goes through external review for national approval by specialized professional associations (AMLE, CEC, IRA, NAEYC, NASPE, NCSS, NCTE, NCTM, and NSTA). 

Our employer and alumni surveys demonstrate that Walsh graduates are highly regarded and well-prepared for their teaching careers. Walsh licensure and Ohio State Metrics data provides clear evidence of our successes. We also participate in NSSE, HERI, and IDEA surveys.  On virtually every critical measure, Walsh graduates and teacher candidates place in the top rankings among national peers.

Walsh University stays on the forefront of teacher preparation through grants, research, new programs, and Walsh's ICF (Intelligent Communities Forum) Institute with its goal of exploring and developing best practices and new teaching methods for the 21st century.  Our decision not to participate in the NCTQ with its flawed methodology should not be viewed as negative.  Rather, we are focusing our energy and efforts to ensure that we maintain the highest level of excellence in teacher preparation by supporting high quality programs for 21st century educators and leaders.

Laurence Bove, Ph.D
Provost, Walsh University