a funny thing happened on the way to accreditation · 2016-07-15 · transformation initiative...
TRANSCRIPT
A Funny Thing
Happened on the
Way to AccreditationLiving the TI life
Welcome and Introductions
• Dr. Diana Piccolo
• Missouri State University
• Dr. Laurie Edmondson
• Drury University
• Dr. Colleen Hardy
• Evangel University
Transformation InitiativeTeacher Education Alliance
• The over-arching goal of the Teacher Education
Alliance (TEA) is to positively impact student
achievement in partner schools.
• A secondary goal is to identify teacher education
candidates that have a passion for working with
children of poverty and increase their preparedness
to be successful in these schools
Transformation Initiative
Teacher Education Alliance
• The Teacher Education Alliance (TEA) is a
collaboration between
• Springfield Public Schools (SPS),
• Missouri State University,
• Drury University,
• Evangel University,
• Baptist Bible College.
The focus of the
collaboration is
on high-poverty
schools
Partner InstitutionsInstitution Classification Total
Enrollment
(2009-2010)
Declared Majors
in Elementary
and Secondary
Education
(2009-2010)
Candidates
Admitted to
Teacher
Education
Program
(2009-2010)
Expected
Practicum
Candidates,
TEA/Total
(TEA/Total)
(2010-2011)
Baptist Bible
College
Private, church
affiliated
556 134 62 9/18
Drury University Private, liberal
arts, church
affiliated
5100 425 147 20/97
Evangel
University
Private, liberal
arts, church-
affiliated
1850 301 124 20/102
Missouri State
University
Public,
comprehensive
21688 2657 1036 32/535
Transformation Initiative GoalsTeacher Education Alliance
• To support quality teaching and learning within the partner schools of the Teacher Education Alliance (TEA).
• To address the needs of high-poverty (Title I) schools that partner with TEA professional preparation programs.
• To contribute to the research base for effective teacher education, teaching, and student learning.
• To link prior research findings and ongoing TEA research to school practices and to the TEA professional preparation programs.
Goals Activities Research
To support quality teaching and
learning within the partner schools
of the Teacher Education Alliance
(TEA).
*TEA professional learning provided for
candidates each semester
*Collaborative school sites
*Collaborative site candidate interviews
*Collaborative site supervisor
*Collaborative site supervisor handbook
*Student teacher survey data
*Cooperating teacher survey data
*Candidate feedback from professional
learning sessions
To address the needs of high-
poverty (Title I) schools that partner
with TEA professional preparation
programs.
*Weller Elementary Action Plan
*Bingham Elementary Action Plan
*Student Achievement Data from Weller Elem
*Student Achievement Data-Title I Schools
To contribute to the research base
for effective teacher education,
teaching, and student learning.
Presentation at AACTE ( Fall 2010)
Presentation at MACTE (Fall 2010)
Presentation at Critical Questions Symposium
(Fall 2012)
*Research Brief 1 (Piccolo and Wernli, 2012)
*Research Brief 2 (Piccolo and Chan, 2013)
To link prior research findings and
ongoing TEA research to school
practices and to the TEA
professional preparation programs.
*TEA professional learning provided for
candidates each semester
*Cultural Competence Plan-3 year cycle of
speakers addressing differentiation, poverty and
English Language Learners
*Collaborative Professional Development for
first year teachers
*Extended clinical experiences
*Strategy for the Evaluation of Teacher
Education Programs and Projects Intending to
Impact Student Achievement in Title I
Schools: The Case of Teaching Academies
(Sell, 2009)
*Learning to Teach in Title I, High Poverty
Schools: A Content Analysis of Teacher
Candidates’ and School Princp0ials’ Reflections
on the Student Teaching Experience (Sell,
2010)
*Spring 2011 TEA Online Survey: Summary
of Qualitative Data Analysis (Sell, 2009)
Transformation Initiative
Teacher Education Alliance (TEA) Goals Alignment Chart
In the Beginning. .
• Spring 2009-Initial Collaborative meetings
• 2009-Decision made to pursue Transformation
Initiative with NCATE (CAEP)
2009-2010
• Implementation at 11 school sites
• Secured $25,000 local community grant
• Professional learning plan developed to support
candidates
• Memorandum of Understanding signed with SPS
2010-2011
• Research sub-committee created
• Additional school sites added to the project
• Survey given to candidates during the spring 2011
• TEA guidebook created
• Panel presentation at Fall NCATE conference
2011-2012
• Collaborative school sites formally added to program
• Research committee developed survey for cooperating teachers in addition to continuing research with candidates
• First onsite NCATE review-MSU
2012-2013
• First research brief published
• Created web based data storage for collaborative use
• NCATE visit for Evangel University
2013-2014
• Second research brief
• Implement co-teaching model for secondary
candidates
• Review guidebook for necessary changes
• Conduct additional research
• NCATE visit for Drury University
Transformation Initiative
Unexpected outcomes
• Collaboration between institutions extended beyond project
• Field experience
• Collaborative professional development for beginning teachers
• Collaboration activities led to a process for working together
• *TEA Guidebook
• *TEA Website
• *TEA Meeting Minutes
• *Data warehouse
Learnings
• Change is constant
• Personnel changes
• Put it in writing
• Write an epic not a short story
• Lack of funding encourages creativity
Questions
Diana Piccolo
Laurie Edmondson
Colleen Hardy