State Approval of Educator Preparation Programs

2001 ◽  
Author(s):  
Keyword(s):  
Preparation Programs ◽  
Educator Preparation

Social Emotional Learning: A Framework for Practice and Pedagogy

2021 ◽  
Vol 23 (4) ◽  
pp. 91-101
Author(s):  
Kimberly Davis ◽  
David D. Christian ◽  
Richard Hammett ◽  
Gary Low ◽  
Tanya Seagraves-Robinson
Keyword(s):  
Professional Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Preparation Programs ◽  
Educator Preparation

This second article of a three-part series describes a methodology framework for educator preparation programs and professional development promoting embedded SEL/TEI in practice and pedagogy.

Engaging Faculty in Examining the Validity of Locally Developed Performance-Based Assessments

2019 ◽  
pp. 81-119
Author(s):  
Kathy J. Bohan ◽  
Cynthia A. Conn ◽  
Suzanne L. Pieper
Keyword(s):  
Measurement Theory ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Inquiry Process ◽  
Self Study ◽  
Performance Based Assessment ◽  
Practice Approach ◽  
Intended Interpretation

Locally developed performance-based assessment instruments must provide evidence of validity and reliability supporting their intended interpretation and use. Accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP), require Educator Preparation Programs (EPPs) to provide this evidence in their accreditation self-study. However, faculty may not have the expertise to conduct an effective examination of their assessments. This chapter describes a process for gathering evidence to build a validity argument for locally developed performance-based assessments. Grounded in measurement theory, the Validity Inquiry Process (VIP) guides faculty through a reflective practice approach towards making defensible claims about the use of results from locally developed performance-based assessments. Using this process, faculty can have greater confidence in using their performance-based assessments to provide feedback to their students, as well as offer assurances of program quality or to identify areas for improvement.

Developing a Practice of Cultural Awareness in Pre-Service Teachers by Promoting Positive Dialogue Around Diversity

2017 ◽  
pp. 267-280
Author(s):  
Allyson Leggett Watson
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Awareness ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Personal Connection ◽  
Inclusive Pedagogy ◽  
Cultural Conversation

Within higher education there are dynamic constructs surrounding discussions on race, gender and bias. Courses detailing inclusive pedagogy and university restructuring for diversity initiatives are at the forefront of higher education administration strategic planning. By drilling down into educator preparation programs, it is often assumed that the notion of conversations about diversity and teaching cultural awareness has long been a standard of practice. Solid educator preparation programs tout cultural awareness and assist in preparing teachers to effectively teach and serve in diverse school settings. This preparation allows for new teachers to feel secure in methods to meet the needs of learners through content and personal connection. This chapter will identify the strengths of a pre-service teacher preparation program designed to implement cultural conversation early in the baccalaureate program. The program is centered around learning strategies, techniques and pedagogical practices based on theoretical implications and class discourse relating to all areas of diversity.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Challenging Deficit Thinking in Our Schools

2022 ◽  
pp. 27-64
Author(s):  
Michele McMahon Nobel
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Student Success ◽  
Field Experiences ◽  
Deficit Thinking ◽  
Future Teachers ◽  
Education Department ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Program Components

Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.

Classroom Management, Lesson Planning, and Technology Integration . . . Oh My!

2021 ◽  
pp. 583-603
Author(s):  
C. Lorraine Webb ◽  
Amy M. Barrios ◽  
Karen L. Kohler
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Lesson Planning ◽  
Virtual Learning Environment ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Preparation Programs ◽  
Educator Preparation ◽  
K 12

This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.

Optimizing K-12 Education through Effective Educator Preparation

2017 ◽  
pp. 23-44
Author(s):  
Mary Kathryn McVey ◽  
Susan Poyo ◽  
Mary Lucille Smith
Keyword(s):  
Student Satisfaction ◽  
Student Teaching ◽  
Research Direction ◽  
Future Research ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Educator Preparation ◽  
Digital Environments ◽  
Knowledge Content ◽  
K 12

Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.

scholarly journals One for All and All for One

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668761 ◽  
Author(s):  
Carolyn Shemwell Kaplan ◽  
Erica M. Brownstein ◽  
Kristall J. Graham-Day
Keyword(s):  
Student Teaching ◽  
Program Improvement ◽  
Validity And Reliability ◽  
Preparation Programs ◽  
Case Study Methodology ◽  
Educator Preparation ◽  
Assessment Development ◽  
Individual Program ◽  
Study Methodology

The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP’s expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs’ motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development.

Online Clinical Teacher Preparation Programs in Special Education: Perspectives and Critical Components

2019 ◽  
Vol 34 (4) ◽  
pp. 239-252 ◽  
Author(s):  
Jennifer R. Ottley ◽  
Christan Grygas Coogle ◽  
Jon Ryan Pigman ◽  
Doug Sturgeon ◽  
Sara Helfrich
Keyword(s):  
Clinical Practice ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Clinical Teacher ◽  
Special Educator ◽  
Preparation Programs ◽  
Clinical Model ◽  
Educator Preparation ◽  
School Based ◽  
Critical Components

Online special educator preparation programs are growing in prevalence and popularity. Yet, implementing a clinical model of special educator preparation within online programs can be challenging. In this study, we explored the perspectives of the clinical model from a distance for school-based teacher educators and administrators. We conducted a survey followed by focus group interviews to identify perspectives regarding the clinical model from a distance approach and the components of a distance preparation program perceived to be critical for effective clinical practice. School-based teacher educators and administrators had favorable views of the clinical model (including clinical coaching) from a distance, indicating both feasibility and acceptability. Many perceived technology-related challenges were malleable aspects of online preparation programs that university- and school-based teacher educators can plan for in the implementation of their online program and clinical practice from a distance.

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