Posts Tagged ‘clinical preparation’
We are thrilled to announce the launch of a new AACTE task force to study how to improve the preparation of special education teachers through clinical practice. Growing out of the work of the AACTE Clinical Practice Commission (CPC), the AACTE Special Education Task Force held its inaugural meeting October 1-2 in Washington, DC.
The task force is charged with applying the CPC frameworks for clinical educator preparation to the particular needs of developing special education teachers. During this week’s meeting, the group began outlining the scope of its work, which is supported by a grant from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The task force will study areas such as dual licensure and dual preparation models, pipeline strategies around recruitment and retention, interdisciplinary collaboration, and other factors pertinent to this specialized preparation. They ultimately plan to identify models and develop recommendations to amplify promising practices, establish continuous improvement benchmarks, and provide guidance for the field.
This article is the last in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. Read the first article here and the second here. The views expressed in this post do not necessarily reflect the views of AACTE.
In a traditional student teaching experience, the school and mentor agree to host a teacher candidate in the classroom for 10-15 weeks, which can be viewed as a short-term accommodation that is not integral to the school community. In a full-year clinical residency, however, the importance of the mentor-resident placement is essential to the success of the school year for all involved. Therefore, the TEAM (Teacher Educators and Mentors) Model Clinical Residency Center at Louisiana Tech University has made the design of a quality placement procedure a priority.
In the TEAM Model timeline, residents and mentors apply in April/May to participate in the full-year clinical residency. Upon university, school, and district approval of the participants, an electronic clinical styles inventory is distributed to all participants in late May/June, and all placements are finalized in July. On the online inventory, mentors and residents rate their own traits around personality, planning, teaching, professionalism, and other areas in order to better identify their clinical style.
This article, originally published here, is reposted with permission from the East Carolina University News Services.
East Carolina University’s youngest students got their first look inside the ECU Lab School during open house on Aug. 24.
“I love it, everything,” exclaimed fourth-grader Breanna Daniels after seeing her new classroom.
This article is the second in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. The views expressed in this post do not necessarily reflect the views of AACTE.
In fall 2016, Louisiana Tech University’s Clinical Residency Center established an 8-year partnership with the Louisiana Tech Athletics Council to collaboratively mentor students in TEAM (Teacher Educators and Mentors) Model schools, strengthening connections between the university and the community while exposing more college students to the teaching profession.
The program started after head men’s basketball coach Eric Konkol began seeking ways to plug his team into the community, followed very quickly by head baseball coach Lane Burroughs. The coaches had the desire to increase their teams’ connections with area schools and sought the expertise of the College of Education to establish quality partnerships.
To meet this goal, we developed the “Dogs With a Cause” program, which pairs athlete mentors with elementary students in a character-building literacy curriculum based on award-winning children’s books. This program is a logical extension of our TEAM Model, which engages multiple schools and districts in collaborative partnerships that support a full-year residency for teacher candidates.
Since 2014, AACTE has featured the innovative work of several member institutions, including Ohio University in 2016, in its Research-to-Practice Spotlight Series highlighting clinical teacher preparation and partnerships. The video interviews in this series provide advice and examples for other schools of education looking to adopt a more clinically based model to advance high-quality learning. A commitment to high-quality learning is a core value of AACTE, both on members’ campuses and in PK-12 classrooms.
Teacher candidates, like everyone else, learn best when they take an active rather than passive role in their education, and clinical preparation empowers them to engage actively. In addition to building candidates’ professional skills and pedagogical content knowledge, many clinical experiences fully embed interns in the host school’s community and cocurricular activities. This practice helps develop confident, engaged teachers who are skilled advocates for effective teaching and learning in their communities.
The author is a member of AACTE’s Clinical Practice Commission. The views expressed in this post do not necessarily reflect the views of AACTE.
During the recent accreditation visit on my campus, my colleagues and I encountered the comprehensiveness of the new Council for the Accreditation of Educator Preparation (CAEP) standards and how difficult it is to reach those standards entirely, especially in a state that does not share PK-12 data of students and graduates. In one area, however, we thrived: Standard 2, which focuses on clinical partnerships and practice.
This article is the first in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. The views expressed in this post do not necessarily reflect the views of AACTE.
With a vision of quality, rich field experiences connected to theory and practice for many years, Louisiana Tech University was well positioned to chart a path in the early years of Louisiana’s Believe and Prepare initiative to transform traditional student teaching to a full-year clinical residency. Already, the redesigned model is having a positive impact on teacher preparation and engagement, not only in our programs but throughout the state.
Next month, AACTE’s Quality Support Workshop in Minneapolis will help participants take their programs and practices to the next level with 2 days of hands-on, expert-facilitated sessions. Attendees will interact with leaders from educator preparation programs (EPPs) as well as with researchers, program administrators, and other professionals who will be on hand to guide their progress at the Hyatt Regency Minneapolis, August 10-12.
Participants can work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
Two final videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE. These videos focus on building successful collaborations among professors, future teachers, and schools, and on important themes such as flexibility, humility, and remembering the “bottom line” goal of helping children learn.
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the St. John’s University (NY) School of Education clinical preparation program known as RISE, or the Residential Internship for St. John’s Educators. This week’s video interviews present faculty and administrators discussing various challenges they’ve had to overcome in setting up and sustaining the RISE Program – and why the results are worth the effort.
The School of Education at St. John’s University (SJU) and its Residential Internship for St. John’s Educators (RISE) have hit a stride with their clinical partnerships to prepare new teachers – but it wasn’t always easy. To get to this point, all parties have worked to overcome hurdles and cultivate strong relationships that set them up for successful navigation of future bumps in the road.