Candidate Success

2019 ◽  
pp. 143-161
Author(s):  
Lisa Barron
Keyword(s):  
Teacher Preparation ◽  
Program Improvement ◽  
Instructional Materials ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teaching Performance ◽  
Preparation Programs ◽  
Content Areas ◽  
Video Clips ◽  
Candidate Support

edTPA is a rigorous teaching performance assessment that requires preservice candidates in 27 content areas to demonstrate their ability to plan, instruct, and assess. A primary consideration in these lessons is meeting the needs of diverse students, planning lessons that engage, and using assessments to inform instruction. Preservice candidates submit evidence in the form of commentaries and artifacts for each of the three tasks. This evidence includes written commentary, lesson plans, instructional materials, video clips, assessments, feedback, and reflective analysis. This chapter will provide teacher preparation programs strategies for effective candidate support that can lead to faculty engagement, program improvement, and candidate success. It is written from the perspective of a teacher preparation program that has supported thousands of candidates through the edTPA submission process and learned valuable lessons along the way.

scholarly journals Longitudinal Faculty Study Groups: A Model For Developing Comprehensive Teacher Preparation Programs

2011 ◽  
Vol 5 (8) ◽  
Author(s):  
Leslie L. Griffin ◽  
Cheryl J. Cummins
Keyword(s):  
Teacher Preparation ◽  
Evolutionary Process ◽  
Study Groups ◽  
Program Improvement ◽  
Interdisciplinary Studies ◽  
National Standards ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
National Council ◽  
Preparation Programs

Teacher preparation programs nationwide struggle to meet rigorous national standards, particularly as they relate to the assessment standard of the National Council of Accreditation of Teacher Education (NCATE). There are many issues which make decisions about program improvement complex, often confusing and frustrating faculty. These include the challenge of orchestrating interdisciplinary studies through multiple college/university organizational structures, meeting the specialized requirements of competing professional organizations, communicating and coordinating these efforts with partner P-12 schools, and systematically acquiring data on multiple assessments to make informed decisions about program improvement. Only when faculty and program planners come to grips with the organic nature of the process does it begin to crystallize and fall into place. The realization that this is an evolutionary process and one that cannot be forced is fundamental to healthy and seamless program development. The authors propose to share a study process spanning three years and in continuance that has allowed faculty at a regional university to develop and monitor the teacher preparation program through the reasoned and studied involvement of each faculty member.

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.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

2013 ◽  
pp. 353-369
Author(s):  
Nathan Borchelt ◽  
Axelle Faughn ◽  
Kathy Jaqua ◽  
Kate Best
Keyword(s):  
Teacher Preparation ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Core State ◽  
Preparation Programs ◽  
The Common ◽  
Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

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.

Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum

2016 ◽  
pp. 215-240 ◽  
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

Assessing Teachers’ Behavior Support Skills

2017 ◽  
Vol 40 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Diane Myers ◽  
George Sugai ◽  
Brandi Simonsen ◽  
Jennifer Freeman
Keyword(s):  
Teacher Preparation ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Teaching Performance ◽  
Behavior Support ◽  
Preparation Programs ◽  
Empirically Supported ◽  
Sustained Use ◽  
Support Practices ◽  
Support Skills

In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-service educators.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

1997 ◽  
Vol 16 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Gloria Delany-Barmann ◽  
Greg Prater ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Native American ◽  
Teacher Preparation ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Navajo Nation ◽  
Preparation Programs ◽  
Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

University-Based Teacher Preparation and Middle Grades Teacher Effectiveness

2016 ◽  
Vol 68 (1) ◽  
pp. 102-116 ◽  
Author(s):  
Courtney Preston
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Middle Grades ◽  
Structural Features ◽  
Program Improvement ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Achievement Gains ◽  
Relationship Of ◽  
The Relationship

For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of data from 15 middle grades teacher preparation programs, this study estimates the relationship of their structural features, that is required elements of coursework and fieldwork, to student achievement gains in math and English/Language Arts. Findings suggest that few requirements are positively associated with achievement gains.

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