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Anchored in policy problems and instruments since 1992, it uses the “tipping point” theory to interpret changes in authority. The paper discusses standards-based reforms across the learning-to-teach sequence and shares recommendations for future teacher education research and policy-making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/restructuring-teacher-education-in-the-united-states-finding-the-tipping-point/592669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/restructuring-teacher-education-in-the-united-states-finding-the-tipping-point/592669.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy shift does the paper focus on in U.S. teacher education?","Question",{"text":112,"@type":113},"It focuses on how authority over teacher preparation moved toward national oversight, reducing the traditional “local control” role of states in ensuring quality teaching practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use “tipping point” theory?",{"text":117,"@type":113},"It applies tipping point theory to explain how the balance of authority in teacher education “tipped” from state-controlled responsibility to national oversight through specific policy tools.",{"name":119,"@type":110,"acceptedAnswer":120},"What standards-based assessments are discussed for teacher certification in Wisconsin?",{"text":121,"@type":113},"The paper discusses Praxis II Subject Assessment, portfolios aligned to the 2013 InTASC Model Core Teaching Standards, and in Wisconsin the Foundations of Reading Test, alongside mention of edTPA usage in many states.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592669,1793074908,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Restructuring Teacher Education in the United States: Finding the Tipping Point  \nBy Barbara L. Bales 􀀍  \nIn the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used specific policy tools to usurp the state’s responsibility to ensure quality teaching practices in local schools. A discussion of policy problems and instruments grounds the analysis of teacher education policy activity since 1992. The \"tipping point\"theory is used to understand how this change in authority. Recommendations for future teacher education research and policy-making are shared.  \nKeywords: local control, policy instruments, teacher education policy  \nIntroduction  \nIn the United States, the phrase \"local control\" is central to rhetorical debates surrounding education reform efforts, including teacher preparation. As public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success expected at each grade level to teacher effectiveness. The theory of action in these policies is to elevate student achievement levels, particularly for learners historically underserved by local public schools (e.g. Fuhrman 2001; Hamilton, Stecher, & Yuan, 2008; U.S. Department of Education, 2013) . Infact, these policies replace the notion of \"local\" with a \"de facto national curriculum\" (Porter, Polikoff, & Smithson, 2009) delivered by teachers, who have passed nationally-determined performance assessments. Policy-makers around the world must wonder, how the scales of authority over statecontrolled teacher education \"tipped\" to one of national oversight in the United States.  \nThe policy environment governing the preparation, certification, and licensing of today’s educators in the United States is unlike any other in history (Bales, 2006; Borrowman, 1965; Porter, McMaken, Hwant, & Yang, 2011) . In just two decades, through the authorization and reauthorization of key national education policies and their associated funding streams, the United States’education system changed from one based on inputs to one based on outcomesand standards of performance (e.g., Cochran-Smith & Fries, 2008; Datnow & Park, 2009; or Hamilton, Stecher, & Yuan, 2008) . Today, all fifty states have  \n􀀍 Associate Professor, University of Wisconsin – Milwaukee, USA.  \n[https://doi.org/10.30958/aje.2-4-1](https://doi.org/10.30958/aje.2-4-1) doi=10.30958/aje.2-4-1  \nadopted a sequence of standards-based reform policies addressing teacher preparation, licensing, and evaluation that tighten links between what teachers know and are able to do with pupil learning. The State of Wisconsin serves as example to illustrate this sequence of national policy changes.  \nPolicy Changes across the Learning to Teach Professional Sequence Standards-based Policies in Pre-service Education  \nLike most states, learning-to-teach in Wisconsin is a sequence of performance-based activities to support the development of professional teachers. Traditionally, it begins when students first enter a university College of Letters and Science to start their disciplinary-based coursework in Science, Mathematics, History, and English/Language Arts, or the Performing Arts. Then they apply to a School or College of Education to begin their professional program. Admission criteria include a minimum grade point average and students’ Praxis I Pre-Professional Skills Tests (PPST) scores; scores that measure basic skills in reading, writing and mathematics. Upon admission, faculty provide coursework in pedagogy and pedagogical content knowledge. More often than not, these courses have an associated clinical or school experience.  \nStandards-based Policies for Teacher Certification and Licensure  \nBefore completing their","cbCaiq0DXR0EqhpH","https://ap.wps.com/l/cbCaiq0DXR0EqhpH","pdf",1015755,16,"English","# Introduction\n# Policy Changes across the Learning to Teach Professional Sequence Standards-based Policies in Pre-service Education\n# Standards-based Policies for Teacher Certification and Licensure\n# Standards-based Policies for Teacher Relicensing","[{\"question\":\"What policy shift does the paper focus on in U.S. teacher education?\",\"answer\":\"It focuses on how authority over teacher preparation moved toward national oversight, reducing the traditional “local control” role of states in ensuring quality teaching practices.\"},{\"question\":\"How does the paper use “tipping point” theory?\",\"answer\":\"It applies tipping point theory to explain how the balance of authority in teacher education “tipped” from state-controlled responsibility to national oversight through specific policy tools.\"},{\"question\":\"What standards-based assessments are discussed for teacher certification in Wisconsin?\",\"answer\":\"The paper discusses Praxis II Subject Assessment, portfolios aligned to the 2013 InTASC Model Core Teaching Standards, and in Wisconsin the Foundations of Reading Test, alongside mention of edTPA usage in many states.\"}]","Restructuring Teacher Education in the United States - Finding the Tipping Point | PDF",1792075063]