TEAC Faculty Work Meeting

October 8, 2010

Agenda Review TEAC Process Faculty Presentations on Reflection/

Learning to Learn Group Work on Evidence for Claim 3 Audit Update Next Steps

TEAC Update Review of Requirements Brief Proposal Draft Submitted May 2011 Brief Proposal Submitted Sept 2011 On-Site Visit November 2011 Accreditation Decision Spring 2012 NCATE Accreditation Ends 2012

College of Education Guiding Principles

History of the Reflective Urban Practitioner Conceptual Framework

Proposed Revision of Document

NJCU Claim 1 Our candidates know the subject matter

they plan to teach. Evidence:

GPA Praxis II Clinical Assessment Content Section Writing Assessment

NJCU Claim 2 Our candidates demonstrate their

pedagogical knowledge, integrating their understanding of their pupils’ developmental levels, individual differences, learning exceptionalities, and sociocultural backgrounds.

Evidence: Education GPA Clinical Assessment Sections on Pedagogy Lesson Plan Assignment Rubric

NJCU Claim 3 Our candidates demonstrate effective

instruction, caring behavior, and reflection to improve practice.

Evidence: Today’s Work Includes Learning to Learn Theme

NJCU Claim 4 Our candidates know and value how

individuals are shaped by their life experiences as mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age, and social needs. Our candidates know, value, and engage in culturally responsive teaching to promote social justice, particularly in our urban areas.

Includes Multicultural Perspectives Theme

Learning to Learn Theme TEAC requires evidence that the candidates

learn how to learn important information on their own, that they can transfer what they have learned to new contexts, and that they acquire the dispositions and skills that will support lifelong learning in their fields.

Technology Theme Increasingly, the tools of a liberal arts

education include technology. Programs should give special attention to assuring that the technologies that enhance the teacher’s work and the pupil’s learning are firmly integrated into their teacher education curriculum. TEAC requires evidence that the program’s graduates acquire the basic productivity tools of the profession.

Presentations Erik Morales, Elementary and Secondary

Education Vesna Radanovic-Kocic, Multicultural

Education Jo-Anne Juncker, Early Childhood

Education

Evidence for Claim 3/Learning to Learn

Review of Evidence used by other institutions

Small Group Work Goal is to identify two sources of evidence

which appropriately measure Demonstrating Effective Instruction Caring Behavior Reflection to Improve Practice (and Learning to

Learn)

Audit of Quality Control System

The faculty must have a quality control system in place to examine and evaluate the components of the program’s capacity for quality, including, its curriculum, students, faculty expertise, program and course requirements, and facilities.

TEAC requires evidence, based on an internal audit conducted by the program’s faculty, that the quality control system functions as it was designed, that it promotes the program’s continual improvement, and that it yields evidence that supports Quality Principles I and II.

Audit Process Curriculum Quality

Deborah Woo, Pat Yacabacci Candidates’ Review

Alexis Kim, Brandi Warren Faculty Review

Nicole Luongo Quality of Resources

Jane Webber, Althea Hall

Future Steps Identify Evidence for Claim 4 Determine Goals and Indentify Evidence for

Technology Theme Complete and Approve Audit Review Data for Claim 1 Commit to Clinical Assessment

Instrument(s)