scholarly journals Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

2019 ◽  
Vol 71 (1) ◽  
pp. 108-121 ◽  
Author(s):  
Rachel Roegman ◽  
Joni Kolman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Theoretical Framework ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Multiple Contexts ◽  
The Many ◽  
K 12

In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

Exploring the Preparedness of Business Education Teacher Candidates for their Internships

2012 ◽  
pp. 171-185 ◽  
Author(s):  
Edward C. Fletcher ◽  
Kathy Mountjoy ◽  
Glenn Bailey
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Business Education ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Modified Delphi

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

Preparing 21st Century Teachers

2020 ◽  
pp. 140-162
Author(s):  
Salika A. Lawrence ◽  
Rupam Saran ◽  
Tabora Johnson ◽  
Margareth Lafontant
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Digital Devices ◽  
Use Of Technology ◽  
K 12

When teachers use technology and digital tools for academic purposes, they are more apt to introduce it to their K-12 students. This chapter describes methods used by teacher educators to incorporate technology into their courses to help candidates meet professional standards, and methods used by teacher candidates to incorporate technology into their teaching to help P6 students meet technology and 21st century standards. Teacher preparation programs should introduce candidates to different technologies and software programs, provide opportunities for candidates to use the tools, and guide candidates as they develop learning resources in the field using the technology. Three factors impacted candidates' use of technology: their perceptions about their capabilities as users of technology in academic contexts, their experiences using technology, and their access to resources such as digital devices and software. Although some pitfalls occurred with program-wide technology integration, the study offers strategies for addressing these obstacles.

edTPA Local Evaluation

2018 ◽  
pp. 1673-1688
Author(s):  
John Louis Seelke ◽  
Kelly Mills
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
National Board Certified ◽  
Performance Assessments ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 700 teacher preparation programs, with 12 states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Modeling Technology Integration in Teacher Preparation Programs

2018 ◽  
pp. 82-97 ◽  
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Department Of Education ◽  
Teacher Preparation Programs ◽  
Learning Networks ◽  
Preparation Programs ◽  
Modeling Technology ◽  
K 12

Teacher preparation programs are expected to prepare teacher candidates to integrate technology with instruction in meaningful ways to support PK-12 student learning (U.S. Department of Education, Office of Technology, 2017). Consequently, teacher candidates must experience technology in their teacher preparation coursework, including modeling by faculty, experiencing opportunities to practice integration through course assignments, and observing technology integration being implemented in K-12 classrooms. To accomplish these tasks, faculty must develop knowledge, skills, resources, and professional learning networks for themselves, including actively developing K-12 partnerships.

edTPA Local Evaluation

2016 ◽  
pp. 93-108
Author(s):  
John Louis Seelke ◽  
Kelly Mills
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
National Board Certified ◽  
Performance Assessments ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 500 teacher preparation programs, with nine states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Exploring the Preparedness of Business Education Teacher Candidates for their Internships

2011 ◽  
Vol 2 (4) ◽  
pp. 28-42 ◽  
Author(s):  
Edward C. Fletcher ◽  
Kathy Mountjoy ◽  
Glenn Bailey
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Business Education ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Education Student ◽  
Preparation Programs ◽  
Education Teacher

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

Creating a More Thoughtful and Compassionate Schooling Experience

2019 ◽  
pp. 562-582
Author(s):  
Chad Miller ◽  
Benjamin Lukey
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Colleges Of Education ◽  
Education Programs ◽  
Philosophical Thinking ◽  
Preparation Programs ◽  
Schooling Experience ◽  
The Many ◽  
K 12

Amidst the many calls for teaching critical thinking in our schools, this chapter argues that what is most important for education is philosophical thinking. The p4c Hawai'i pedagogy offers an approach to further philosophical thinking in schools while reconceptualizing what “philosophizing” entails. This chapter then presents the key elements of p4c Hawai'i pedagogy as a proven way to help develop teachers and classrooms that cultivate philosophical thinking. These elements are presented not only for K-12 classrooms but in the context of redesigning teacher education programs. This chapter is not presenting a program or curriculum but instead highlights key areas of change. Colleges of education must restructure their approach to current teacher preparation programs in order to instill, model, and foster the type of teaching that we wish to produce in our educators.

Multimodal Composition for Teacher Candidates

2014 ◽  
pp. 228-247 ◽  
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

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