Teacher Preparation Programs, Partnerships, and the New Landscape for the Profession PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teacher Preparation Programs, Partnerships, and the New Landscape for the Profession PDF full book. Access full book title Teacher Preparation Programs, Partnerships, and the New Landscape for the Profession by . Download full books in PDF and EPUB format.
Author:
Publisher: BRILL
ISBN: 9004710035
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
In this book, readers will have the opportunity to reflect on the multidisciplinary ideas and experiences presented by higher education and PreK-12 leaders seeking to establish effective partnerships in order to impact collaboration, opportunities for innovation, and growth. Authors explored how identifying, nurturing, and sustaining partnerships in systematic and structured ways is not a one size fits all experience. Partnership development requires flexibility and ongoing engagement with stakeholders. The impact of individualization, access to resources and support systems, and the value of multiple perspectives and experiences is also shared. Each chapter ends with reflective questions to support further reflection on experiences and ideas presented. Contributors are: Louis Bruschi, Eileen Corigliano, Jane DeFazio, Lorrie DeSena, Jose Luis Diaz Jr., David Gordon, Josephine Marcantonio, Dina Prisco, Vannessa Smith-Washington, Patricia Tooker and Joao Arnaldo Vembane.
Author:
Publisher: BRILL
ISBN: 9004710035
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
In this book, readers will have the opportunity to reflect on the multidisciplinary ideas and experiences presented by higher education and PreK-12 leaders seeking to establish effective partnerships in order to impact collaboration, opportunities for innovation, and growth. Authors explored how identifying, nurturing, and sustaining partnerships in systematic and structured ways is not a one size fits all experience. Partnership development requires flexibility and ongoing engagement with stakeholders. The impact of individualization, access to resources and support systems, and the value of multiple perspectives and experiences is also shared. Each chapter ends with reflective questions to support further reflection on experiences and ideas presented. Contributors are: Louis Bruschi, Eileen Corigliano, Jane DeFazio, Lorrie DeSena, Jose Luis Diaz Jr., David Gordon, Josephine Marcantonio, Dina Prisco, Vannessa Smith-Washington, Patricia Tooker and Joao Arnaldo Vembane.
Author: Prentice T. Chandler
Publisher: IAP
ISBN: 1648025285
Category : Education
Languages : en
Pages : 596
Get Book Here
Book Description
Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.
Author:
Publisher:
ISBN: 9789004710016
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
In this book, readers will have the opportunity to reflect on the multidisciplinary ideas and experiences presented by higher education and PreK-12 leaders seeking to establish effective partnerships in order to impact collaboration, opportunities for innovation, and growth. Authors explored how identifying, nurturing, and sustaining partnerships in systematic and structured ways is not a one size fits all experience. Partnership development requires flexibility and ongoing engagement with stakeholders. The impact of individualization, access to resources and support systems, and the value of multiple perspectives and experiences is also shared. Each chapter ends with reflective questions to support further reflection on experiences and ideas presented. Contributors are: Louis Bruschi, Eileen Corigliano, Jane DeFazio, Lorrie DeSena, Jose Luis Diaz Jr., David Gordon, Josephine Marcantonio, Dina Prisco, Vannessa Smith-Washington, Patricia Tooker and Joao Arnaldo Vembane.
Author: Jennifer Jacobs
Publisher: IAP
ISBN: 1648024734
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work?in?schools, but they will need to work?with?schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher?education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a “Before You Read” section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a “Spotlight from Practice,” in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called “Exercises for Action,” which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better. Praise for (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation: "Jennifer Jacobs and Rebecca West Burns’ book, “(Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation,” is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators." - D. John McIntyre
Author: Christine Degregory
Publisher:
ISBN: 9781975506025
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
Over the past three decades, the landscape of educator preparation has changed so that more people can enter the teaching profession than ever before. This welcome expansion of access to the teaching profession has been accomplished both through the creation of new entities bringing new models of preparation online and, even more so, through the multiplication of new program tracks and pathways in the institutions of higher education (IHEs) that have long been and continue to be responsible for preparing the largest proportion of teachers and other professional educators. The preparation landscape has also become more dynamic and more responsive to needs at local and regional levels. In this era of teacher shortage, expanded access is good news, but are all pathways equal with regard to quality of preparation? Locating Quality in the Dynamic Educator Preparation Landscapecenters on the experiences of a variety of preparation programs--all accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), each unique in its approach to addressing the needs of its prospective teachers and its local school partners. The featured programs include public and private preparation providers from across the nation, some based in longstanding institutions of higher education, some operating in newer organizational models. They share a common claim to quality through having met the same accreditation standards, yet each excels in its own right in addressing specific needs. The book shows that while qualities can be shared, quality is fundamentally a divergent rather than a convergent characteristic, and that program evaluation and accreditation regimes be framed accordingly. It argues that educational policy needs to be based on an appreciation of the many dimensions of quality program practice that are needed to address the varied and particular needs of schools, communities, and populations that are entering the educator preparation pipeline. So long as we are able to ensure that all pathways into teaching result in the preparation of effective educators who are able to serve students, schools, families, and communities well by promoting student learning and thriving, we will reap the benefits of this new, varied, and dynamic landscape of educator preparation. Perfect for courses such as: Educational Program Evaluation; Teacher Education; Education Policy; Teacher Education Policy; and Human Resources in Education
Author: Jennifer Jacobs
Publisher:
ISBN: 9781648024719
Category :
Languages : en
Pages : 340
Get Book Here
Book Description
"Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration will be equity- centered on addressing the inequities that PK-12 students face and working together to bring about greater equity and justice for our nation's students. The purpose of this book is to support individuals who are passionate about and interested in preparing teachers, in designing clinically based teacher preparation programs that place equity at the core and align with calls for transforming teacher education. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, supervision, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish this book, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better"--
Author: Ange Fitzgerald
Publisher: Springer
ISBN: 9811308152
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.
Author: Mark M. D'Amico
Publisher: IAP
ISBN: 1641136499
Category : Education
Languages : en
Pages : 201
Get Book Here
Book Description
Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding “place” when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.
Author: Arlene C. Borthwick
Publisher: International Society for Technology in Education
ISBN: 1564848361
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
Educators learning how to meaningfully integrate technology into their teaching practice will find resources and action plans to prepare them for today’s tech-infused lessons. Advancing teacher preparation to full adoption of technology infusion is no small undertaking. Written by 20 experts in the teacher prep field, Championing Technology Infusion in Teacher Preparation provides research- and practice-based direction for faculty, administrators, PK-12 school partners and other stakeholders who support programwide technology infusion in teacher education programs. Such organizational change involves almost every individual and system involved in teacher preparation. Topics addressed include: • Defining technology infusion and integration. • Systemic planning and readiness of college-level leadership. • Programwide, iterative candidate experiences across courses and clinical work. • Technology use and expectations for teachers and students in PK-12 settings. • Instructional design in teacher preparation programs to include integration of technology in face-to-face, blended and online PK-12 teaching and learning. • Strategies to support induction of new teachers in PK-12 settings. • Technology use, expectations, and professional development for teacher educators • Models for effective candidate and program evaluation. • Roles for government agencies and non-governmental organizations (NGOs) in nationwide collaboration for technology infusion in teacher preparation. This book will help administrators in colleges and schools of education as well as teacher educators in preparation programs support the developmental needs of teacher candidates as they learn how to teach with technology. With action steps and getting started resources in each chapter, the book is well-adapted for small group study and planning by collaborative leadership teams in colleges and schools of education. The book is also appropriate for the study of effective organizational change in education by graduate students.
Author: Dana Goldstein
Publisher: Anchor
ISBN: 0345803620
Category : Education
Languages : en
Pages : 385
Get Book Here
Book Description
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
