robin burden rebecca libler diana quatroche sharron watkins beth whitaker
Post on 27-Dec-2015
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Core beliefs We believe in the integration of
theoretical and experiential learning.
We believe our most basic product is a high quality education.
We believe that we must assimilate new knowledge into teaching through dynamic partnerships.
Research—Art Levine◦ “Today, the teacher education curriculum is a
confusing patchwork. Academic instruction and clinical instruction are disconnected.” (Levine, p 26).
Recommendations from Levine ◦ “Transform education schools from ivory towers
into professional schools focused on classroom practice.” p. 104
Levine, A. (2006). Educating School Teachers. The Education Schools Project.
Teachers need to understand more than content. They need an understanding of their students and how the content affects them as well as how to use the strengths that the students bring to school and build upon them. Thus, successful teaching is a combination of content knowledge and dispositions.
Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
Sponsored by Project: PRE ◦ Project: Partnering to Reform Education
Travel to Emporia State University◦ Emporia, Kansas◦ 1 of 4 exemplary programs discussed in Levine’s
work
They were preaching to the choir!
How can we generalize what we’ve learned to Indiana State University?
The TOTAL program restructures the sequencing of courses and establishes a professional semester prior to student teaching.
Deeper, richer clinical experiences (experiential learning)
Early and continuous contact with faculty (personal attention)
Work with local schools to better prepare candidates for the job market (dynamic partnerships)
Reconfiguring courses and offering them earlier in students’ careers in order to have early and continuous contact with preservice teachers
Rearranging offerings◦ Students in the TOTAL program attend classes on
Mondays only and only for part of the semester. The rest of the time is spend in the schools from bell to bell
ISU Faculty◦ Weekly meetings since 11/2006◦ 2 faculty retreats
PDS Faculty◦ 2 day training during summer 2007
Preparing for Change◦ Invited Emporia State Faculty for Discussions◦ Multiple Conversations with School Corporation
Training of more Coaching Teachers
Training University Faculty in the Coaching Model of supervision
Course changes/additions
Transition from traditional program to TOTAL for all students by Fall 2009
Increasing the number of participating schools
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