Preparing Teachers for EE

Ninety-five percent of U.S. residents believe environmental education should be taught in schools, according to a recent Roper poll. It is incumbent upon NAAEE to investigate the most effective methods of preparing pre-service and in-service teachers to meet this national need.

Through the process of professional accreditation of schools, colleges, and departments of education, the National Council for Accreditation of Teacher Education (NCATE) has tremendous impact on the way pre-service teachers are prepared to work in the nation's schools. By connecting with NCATE and this accreditation process, NAAEE may be able to integrate environmental education into the initial preparation of massive numbers of incoming teachers.

NCATE is a coalition of 33 professional associations of teachers, teacher educators, content specialists, and local and state policy makers that construct the criteria used to assess teacher education programs for accreditation. A sampling of members includes the: American Association of Colleges for Teacher Education, American Library Association, Association for Supervision and Curriculum Development, Council for Exceptional Children, International Society for Technology in Education, National Association of State Boards of Education, National Education Association, National Council for the Social Studies, and National Science Teachers Association.

As the old adage goes, "membership has its advantages."; Were NAAEE to become an NCATE member, we would have a place in national discussions about the training individuals need to become quality teachers. Potentially, we could have far-reaching influence on colleges of education and teacher preparation, and ultimately on classroom instruction itself.

However, becoming an NCATE member is an arduous process that would obligate NAAEE to long-term responsibilities. Membership costs approximately $15,000 per year, and would require revision of NAAEE's Guidelines for the Initial Preparation of Environmental Educators to comply with NCATE's outcome-based, provable format for professional training standards. Once this revision is completed, NAAEE would have to put forward a proposal for membership and undergo a careful application process.

Once admitted to membership, qualified NAAEE members would need to be trained to review and assess applicant folios, portfolios that colleges and universities use to demonstrate how they have met training standards for environmental education in order to receive NCATE accreditation. Around 600 schools of education are accredited by NCATE, and they must repeat the rigorous accreditation process every five years.

Exploring Accreditation

The Higher Education Commission sponsored a pre-conference workshop at the 2001 NAAEE annual conference in Little Rock to explore the possibility of NAAEE affiliating with NCATE. Joe Baust, head of the commission is also chairing an ad hoc committee to explore the pros and cons of NAAEE joining NCATE.

Dr. Steve Gilbert, the principal NCATE representative for the National Science Teachers Association (NSTA), told workshop participants: "Environmental Education needs a voice in teacher education and NAAEE needs to work forthwith to become a member of NCATE to assure there is an entity (at the table) that represents environmental education." Dr. Gilbert felt the only way to assure widespread quality environmental education in teacher preparation programs is for NAAEE to take the steps necessary to become a specialty area within NCATE. He also cited NSTA's membership in NCATE as being responsible for significant strides in science education preparation.

Two other presenters, Dr. Marilyn Troupe a leader in Kentucky's Professional Teacher Standards Board and Dr. Bill Geiger, Associate Dean at the University of Arkansas, Little Rock, recommended that NAAEE make linkages with the generalized study organizations (such as the National Middle School Association) that are NCATE members. These professional organizations are responsible for overall recommendations and standards in early childhood, elementary education, and middle school education. Because of their oversight for teacher education programs, working with these organizations might result in EE being infused throughout teacher education programs as opposed to being a separate topic in a preparation program.

Why Work through NCATE?

Why is NCATE important? It accredits a large number of teacher education programs at universities and colleges in the United States. Though its carefully crafted set of outcome-based criteria, NCATE accreditation assures programmatic quality. This badge of excellence gives colleges and universities important bragging rights that attracts applicants and other recognition. Schools districts prefer hiring teachers from NCATE accredited colleges. Recognition of the universal quality of NCATE-accredited institutions also allows reciprocity so that teachers can practice their skills in states other than that where they received their credential.

NCATE respects the subject-specific education standards that have been constructed by scholars for such disciplines as science, math, history, economics, and social studies. These standards become a part of the training of teachers under the umbrella of accreditation. Thus NAAEE's standards for learners and for educators could be woven into the fabric of accredited teachers colleges.

It seems like a natural marriage if, first, we can convince NCATE that we represent a valid perspective and an important group of skills and concepts, and second, we are willing to do the work to inculcate environmental education into teacher education programs.

Next Steps

The pre-conference workshop resulted in a resolve to further explore the pros and cons of NAAEE affiliating with NCATE. As all of the presenters stated: NCATE represents a significant step for NAAEE in making environmental education a professional field that is an absolutely integral part of teacher preparation. While initial impressions from NCATE are favorable, there is no guarantee that NAAEE would be accepted for membership. Therefore, it is critical that further research be done before NAAEE undertake the application process. Furthermore, we must be sure we can sustain our obligations of time, talent, and funds as NCATE members over the long term.

Those persons interested in assisting in this process are encouraged to contact Dr. Joe Baust at

joe.baust@murraystate.edu

or (270) 762-2595.