Wright State’s elementary education program earns A+ rating for math teacher training – Wright State Newsroom

Wright State’s elementary education program earns A+ rating for math teacher training – Wright State Newsroom

Wright State University’s Elementary Education Program Achieves Excellence in Math Teacher Preparation

Introduction

Wright State University has been awarded an A+ rating for its elementary math teacher preparation program by the National Council on Teacher Quality (NCTQ). This achievement highlights the university’s commitment to quality education and aligns with several Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education.

Program Overview and Significance

The elementary education P–5 program at Wright State University, housed within the College of Health, Education and Human Services, focuses on preparing future educators to effectively teach mathematics. The program’s high rating reflects its comprehensive curriculum and strong pedagogical approach.

Key Factors Behind the A+ Rating

  1. Comprehensive Math Content Coverage: The program dedicates sufficient time to math content, ensuring deep understanding across various mathematical areas.
  2. Effective Pedagogical Training: Students are trained not only in math content but also in the methods of teaching mathematics effectively.
  3. Rigorous Evaluation: The NCTQ evaluates course offerings, content depth, and teaching methodology to ensure high standards.

Impact on Students and the Community

  • Student Choice and Quality Assurance: The top rating assures prospective students that Wright State offers superior teacher education, supporting SDG 4 by promoting inclusive and equitable quality education.
  • Employer Confidence: Graduates are recognized as well-prepared educators, enhancing employment opportunities and contributing to SDG 8: Decent Work and Economic Growth.
  • Community and Regional Development: Many alumni serve as teachers, principals, and administrators in the Dayton region, fostering local educational development and supporting SDG 11: Sustainable Cities and Communities.

Program Structure and Student Engagement

Each spring, Wright State admits 60 to 70 new students into the elementary education P–5 program. These students complete three semesters of coursework, with approximately 130 students enrolled at any time during their junior and senior years.

Student Leadership and Community Building

  • Five to six student leaders are selected each cohort to act as liaisons between students and faculty.
  • These leaders gather feedback, communicate concerns, and organize community-building and professional development events.
  • This leadership model fosters a positive and collaborative learning environment, enhancing program quality and student success.

Alignment with Sustainable Development Goals (SDGs)

  • SDG 4 – Quality Education: The program’s excellence in teacher preparation directly contributes to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
  • SDG 8 – Decent Work and Economic Growth: By preparing competent educators, the program supports productive employment and economic growth within the education sector.
  • SDG 11 – Sustainable Cities and Communities: Graduates’ contributions to local schools strengthen community resilience and sustainable urban development.

Conclusion

Wright State University’s elementary education program exemplifies a commitment to high-quality teacher preparation, particularly in mathematics education. The program’s recognition by the National Council on Teacher Quality underscores its role in advancing the Sustainable Development Goals by fostering quality education, supporting economic growth, and strengthening community development in the Dayton region and beyond.

1. Sustainable Development Goals (SDGs) Addressed or Connected

  1. SDG 4: Quality Education
    • The article focuses on the quality of teacher preparation in elementary math education, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
  2. SDG 8: Decent Work and Economic Growth
    • By preparing well-qualified teachers who contribute to the local education system and workforce, the program supports sustained, inclusive economic growth and productive employment.
  3. SDG 11: Sustainable Cities and Communities
    • The program’s impact on the Dayton region’s schools and communities strengthens local institutions and promotes sustainable community development.

2. Specific Targets Under Those SDGs Identified

  1. SDG 4: Quality Education
    • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
    • Target 4.c: Increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.
  2. SDG 8: Decent Work and Economic Growth
    • Target 8.6: Reduce the proportion of youth not in employment, education or training.
  3. SDG 11: Sustainable Cities and Communities
    • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management.

3. Indicators Mentioned or Implied to Measure Progress

  1. SDG 4 Indicators
    • Indicator 4.c.1: Proportion of teachers in pre-primary, primary and secondary education who have received at least the minimum organized teacher training.
    • Program accreditation and ratings (e.g., the A+ rating from the National Council on Teacher Quality) serve as qualitative indicators of teacher preparation quality.
    • Enrollment numbers and graduation rates of elementary education students (e.g., 60-70 admitted each year, approximately 130 enrolled) imply measurement of access and throughput.
  2. SDG 8 Indicators
    • Employment outcomes of graduates, such as the number of Wright State alumni working as teachers, principals, and administrators in local schools.
  3. SDG 11 Indicators
    • Community engagement and leadership activities by students (e.g., student leaders organizing events and liaising with faculty) as measures of participatory capacity building.

4. Table of SDGs, Targets and Indicators

SDGs Targets Indicators
SDG 4: Quality Education
  • 4.3: Equal access to affordable and quality tertiary education
  • 4.c: Increase supply of qualified teachers
  • 4.c.1: Proportion of trained teachers
  • Accreditation ratings (A+ rating by National Council on Teacher Quality)
  • Enrollment and graduation numbers of teacher education students
SDG 8: Decent Work and Economic Growth
  • 8.6: Reduce youth not in employment, education or training
  • Employment rates of graduates in education sector
SDG 11: Sustainable Cities and Communities
  • 11.3: Enhance inclusive and sustainable urbanization and participatory planning
  • Student leadership and community engagement activities

Source: webapp2.wright.edu