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 Placed for Success: Which Teachers Benefit from High-Quality Student Teaching Placements?

2020 ◽  
pp. 089590482095112
Author(s):  
Kevin C. Bastian ◽  
Kristina M. Patterson ◽  
Dale Carpenter
Keyword(s):  
School Districts ◽  
Student Teaching ◽  
Teacher Characteristics ◽  
Early Career ◽  
Early Career Teachers ◽  
High Quality ◽  
Preparation Programs ◽  
Teaching Experiences ◽  
Educator Preparation ◽  
K 12

In the present study we consider whether certain pre-service teachers (PSTs) particularly benefit from high-quality student teaching experiences. To conduct these analyses, we connect student teaching and K-12 workforce data for six educator preparation programs (EPPs) and assess whether placement school and cooperating teacher characteristics predict the effectiveness of early-career teachers. Results show that high-quality student teaching placements especially benefit PSTs with lower GPAs and narrow effectiveness gaps between teachers with lower versus higher GPAs. These findings call for closer partnerships between EPPs and school districts and suggest that EPPs may wish to prioritize placements for PSTs with lower GPAs.

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.

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.

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.

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.

Overcoming Barriers to Clinical Partnerships

2018 ◽  
pp. 142-165
Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Development School ◽  
A Priori ◽  
Future Research ◽  
Preparation Programs ◽  
Educator Preparation ◽  
School Based ◽  
Key Stakeholders

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2015 ◽  
pp. 106-120
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

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

2022 ◽  
pp. 987-1003
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.

scholarly journals Innovative PDS Partnerships for Effective Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 121-126
Author(s):  
Bradley Balch
Keyword(s):  
Teaching And Learning ◽  
Clinical Teaching ◽  
Education Majors ◽  
State University ◽  
Preparation Programs ◽  
Immersion Program ◽  
Educator Preparation ◽  
Indiana State University ◽  
K 12 ◽  
Effective Teaching And Learning

Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Teachers of Tomorrow Advancing Learning (TOTAL) internship for elementary and special education majors and an immersion program for secondary and all-grades majors. 

Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?

2021 ◽  
pp. 002205742110164
Author(s):  
Ann Sebald ◽  
Adam Myers ◽  
Heidi Frederiksen ◽  
Elizabeth Pike
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Pilot Project ◽  
School Experiences ◽  
Future Research ◽  
Instructional Time ◽  
Preparation Programs ◽  
Service Training ◽  
Elementary And Middle School

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

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