From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

2019 ◽  
Vol 71 (1) ◽  
pp. 122-134
Author(s):  
Greer Burroughs ◽  
Amy Lewis ◽  
Dan Battey ◽  
Mary Curran ◽  
Nora E. Hyland ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Learning Opportunities ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Partnerships ◽  
University Partnerships ◽  
Essential Component ◽  
University School Partnerships

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

scholarly journals Voices from the Field

2012 ◽  
Vol 1 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Nancy Bacharach ◽  
Teresa Washut Heck
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
Teaching Model ◽  
Preparation Programs ◽  
School Partnerships ◽  
Traditional Student ◽  
University School Partnerships

Teacher preparation programs face continued scrutiny and to address these concerns it is imperative that teacher educators examine all aspects of their current preparation programs. The student teaching experience is a critical component in teacher preparation, and must undergo careful review. The SCSU co-teaching model provides a proven alternative to the traditional student teaching experience. This model not only strengthens university/school partnerships, but also has the ability to provide benefits for all stakeholders.

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.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

2020 ◽  
pp. 163-182
Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
University Partnerships ◽  
Primary Responsibility ◽  
To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.

Fostering the Disposition to Serve

2018 ◽  
pp. 445-460
Author(s):  
Reid Richard Riggle
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
Critical Role ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Educational Need ◽  
High Need Schools ◽  
The Village

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

Home-School Pathways

2020 ◽  
pp. 382-401
Author(s):  
Kathy Renita Fox
Keyword(s):  
Academic Success ◽  
Teacher Preparation ◽  
Rural Communities ◽  
Community Engagement ◽  
Home School ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Partnerships ◽  
School Communities ◽  
Diverse Cultures

Teachers who are informed about the children, families, and communities where they teach are better prepared to share resources and advocate for gaps in literacy and other services in rural communities. Despite the importance of home-school partnerships for children's academic success, aspects of parent involvement and community engagement are often omitted from teacher preparation programs. As a result, many new teachers do not feel adequately prepared to work with families. A variety of strategies are needed for teachers to successfully engage families from diverse cultures and in communities where they teach but not live. Included in this chapter are practices that university teacher preparation programs can initiate to better train teachers to look for engagement opportunities in their school communities.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

2022 ◽  
pp. 1021-1036
Author(s):  
Charmion Rush ◽  
Karena J. Cooper-Duffy
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Performance Assessments ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Online Teacher ◽  
Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

A Safe Space

2021 ◽  
pp. 120-134
Author(s):  
Kisha L. Walker ◽  
Stacy Ness ◽  
Fran Reed ◽  
Katherine Strang
Keyword(s):  
Teacher Preparation ◽  
Instructional Strategies ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Safe Space ◽  
Practice Research ◽  
Preparation Programs ◽  
Behavioral Challenges ◽  
Critical Skills ◽  
Pre Service Teacher

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

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