scholarly journals Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course

TechTrends ◽  
2021 ◽  
Author(s):  
Jon M. Clausen
Keyword(s):  
Educational Technology ◽  
Preparation Program ◽  
Educator Preparation ◽  
Educator Preparation Program ◽  
Technology Course

Case Study and Self Study as Means for Program Improvement in Teacher Education

2021 ◽  
pp. 225-241
Author(s):  
Jahnette Wilson ◽  
Samuel R. Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Preparation Program ◽  
Policy And Practice ◽  
Educator Preparation ◽  
Educator Preparation Program ◽  
K 12

Proponents of the evidence-based movement in education maintain that decisions around policy and practice should be grounded in data outcomes. However, insufficient research exists on data use in teacher education programs as much of the research on data use is concentrated on K-12 programs. The purpose of this case study was to investigate the data use practices of an educator preparation program so as to facilitate program improvement efforts. The collective qualitative data described in this study was key to informing continuous improvement areas within this educator preparation program. Therefore, this case study offers insight as to how qualitative data can support and inform program improvement efforts.

scholarly journals Stakeholder perceptions : the impact of a university-based laboratory school on a campus-based university educator preparation program

2018 ◽  
Author(s):  
◽  
Sandra Helene Seipel
Keyword(s):  
Stakeholder Perceptions ◽  
Preparation Program ◽  
Laboratory School ◽  
Educator Preparation ◽  
Theory To Practice ◽  
School Programs ◽  
New Learning ◽  
Educator Preparation Program ◽  
The Impact

A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators--to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.

scholarly journals A Multidimensional Analysis of Teacher Preparation in Texas

2019 ◽  
pp. 106-113
Author(s):  
Daniella G. Varela ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Teacher Educators ◽  
School Administrators ◽  
Multidimensional Analysis ◽  
First Year ◽  
Preparation Program ◽  
Educator Preparation ◽  
Standards Compliance ◽  
Educator Preparation Program ◽  
Administrative Code ◽  
Survey Evaluation

Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.

Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

2019 ◽  
Vol 13 (1) ◽  
pp. 19-32
Author(s):  
Velma Johnson ◽  
Jan Carpenter ◽  
Centae Richards ◽  
Kathleen Brennan Vincent
Keyword(s):  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Field Experience ◽  
Responsive Teaching ◽  
Preparation Program ◽  
Effect Change ◽  
Content Type ◽  
Educator Preparation ◽  
Educator Preparation Program

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

scholarly journals Sharing the Responsibility for Teacher Preparation

2018 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
Cathy Yun ◽  
Lisa Bennett
Keyword(s):  
Teacher Preparation ◽  
Novice Teachers ◽  
Teacher Attrition ◽  
Evidence Based ◽  
Preparation Program ◽  
Collaborative Development ◽  
Educator Preparation ◽  
Educator Preparation Program

This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job. 

Quality Assurance Within Synchronous Sessions of Online Instruction

2019 ◽  
pp. 211-228
Author(s):  
William Alan Kerns
Keyword(s):  
Quality Assurance ◽  
Online Instruction ◽  
Open Systems ◽  
Teacher Education Program ◽  
Ecological Approach ◽  
Preparation Program ◽  
Educator Preparation ◽  
Open Systems Theory ◽  
Synchronous Learning ◽  
Educator Preparation Program

This chapter addresses strategies for using the operation mechanisms of a quality assurance framework to guide the design and implementation of synchronous sessions of online instruction within a teacher education program. Quality assurance provides a foundation for systematic diagnosis, decision making, and action that results in continuous improvement of online instruction. Open systems theory in quality assurance informs this chapter. Additionally, this chapter draws on an ecological approach to the understanding of interaction that takes places in quality assurance frameworks. The chapter is organized into three parts that together address key strategies toward fostering a community of learners in synchronous sessions of online instruction while addressing quality assurance: 1) the importance of quality assurance; 2) how an educator preparation program can be enhanced through synchronous learning and quality assurance; and finally, 3) how an educator preparation program can ensure that synchronous learning and quality assurance initiatives are effective.

scholarly journals Collaboration of Researchers and Stakeholders: Transforming Educator Preparation

2020 ◽  
Vol 9 (3) ◽  
pp. 182
Author(s):  
Bobbette M Morgan ◽  
Alma D. Rodriquez ◽  
Irma Jones ◽  
James Telese ◽  
Sandra Musanti
Keyword(s):  
Teacher Preparation ◽  
Retention Rate ◽  
The United States ◽  
Teacher Preparation Program ◽  
First Year ◽  
Preparation Program ◽  
Multiple Sources ◽  
First Year Teachers ◽  
Educator Preparation ◽  
Educator Preparation Program

This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher’s perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years. 

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