Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.
More than two years have passed since floodwaters swept away homes, schools, and other buildings in Minot, N.D. The community rallied to continue providing an education for its children, teaching us all lessons in how it's done. By Kathy Hintz T he Souris River runs through Minot, N.D., and, most of the time, citizens enjoy fishing, skiing, or walking near it. However, in June 2011, after a snowy winter, wet spring, and torrential storm upstream, emergency managers predicted flooding in the city of Minot and ordered evacuations. Residents had about two days to remove everything from houses, schools, businesses, and churches in the river valley. Those who have recently moved appreciate the challenges of packing up a house. Imagine one-quarter of the town-about 11,000 people with more than 4,100 properties-racing to throw possessions into cardboard boxes, plastic totes, garbage bags, and vehicles to move to higher ground. Imagine at the same time that construction trucks are racing to build emergency dikes to protect sections of town, businesses, and a few neighborhoods. Evacuation sirens sounded on June 22, and four days later, the water crested at a level that was higher than the 100-year flood level. However, the water receded slowly, and many people had to wait between one and four weeks to get to their properties to start repairing their homes-tearing out damaged walls, electrical wiring, furnaces, appliances, and items left behind. Recovery from natural disasters is a long process. More than two years have passed since the flood, but many physical, financial, and emotional scars remain. Teachers, administrators, staff, and students in the Minot schools have done an impressive job of supporting each other. Their stories are sometimes funny, sometimes sad, and often amazing. Challenges for schools and community Minot is a rural community with a limited housing supply due to an oil boom in western North Dakota.
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