Posts Tagged ‘clinical preparation’
Four final videos are now available in the AACTE Research-to-Practice Spotlight Series focused on the district and community partnerships of the College of Education at California State University, Long Beach. (View these and others in the series on AACTE’s Video Wall.)
In this week’s featured videos in the Research-to-Practice Spotlight Series, participants in the education partnerships of California State University, Long Beach, discuss the hurdles they’ve faced, supports they’ve implemented, and advice to others interested in starting a similar program.
Strong communications and trust lie at the heart of both the Long Beach College Promise and the UTEACH residency program, stemming from the well-developed relationships as well as enabling new collaborations to solve evolving problems.
The AACTE Research-to-Practice Spotlight Series continues this week with its focus on the Urban Teaching Academy (UTEACH) residency program of California State University, Long Beach. The latest video interviews feature members of the Long Beach College Promise Steering Committee and several participants from the university, Long Beach City College, and the Long Beach Unified School District.
The AACTE Research-to-Practice Spotlight Series continues this summer with a new feature on California State University, Long Beach. We’re excited to introduce this member institution’s Urban Teaching Academy (UTEACH) residency program, which operates in the unique context of the massive public education partnership known as the Long Beach College Promise.
This event is cancelled until further notice.
“I don’t know where to start,” “it’s too hard,” “it’s too expensive,” or “it takes too much time” are among some of the comments that are often heard in conversations around the country as the push for more clinically rich teacher preparation is discussed. While it certainly can be challenging to reimagine longstanding practices, the shift to strong clinical models has become something of a national imperative for high-quality teacher preparation.
In a recent show on Education Talk Radio, host Larry Jacobs interviewed the leaders of AACTE’s Special Education Task Force about their work to improve the clinical preparation of special education professionals. The discussion about diversity, equity, and inclusion included the following guests:
- Deborah Reed, University of North Florida
- Rene Roselle, University of Connecticut
- Amanda Lester, AACTE Director, Programs & Professional Learning
- Jane West, AACTE Consultant
Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In these final videos of the series, educators discuss the significance of getting to know students well and how the yearlong clinical experience helps TESOL candidates prepare for edTPA–and beyond.
Participants in the clinical partnerships of the SUNY Oswego School of Education say one of the significant benefits of a yearlong residency is that teachers get to know their students well and engage deeply in their community.
Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss why demand for Oswego residents is growing, how the clinical partnerships are boosting teacher recruitment, and myriad outreach efforts supporting diversity and inclusion–including the AACTE Holmes Program.
The growing clinical partnerships and residency programs of the SUNY Oswego School of Education are generating a compelling track record that places both student teachers and graduates in high demand among local districts. The programs are also boosting recruitment and support of more culturally and linguistically diverse educators, thanks to a variety of efforts on campus and beyond.
Five new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss the professional growth they experience through their partnership work, the primary challenges they’ve faced, and advice they’d offer others looking to transition to a clinical residency.
Teachers of English as a new language (ENL) at Grant Middle School in Syracuse, New York, say they are fortunate to host preservice teachers from the SUNY Oswego TESOL program, who spend their full senior year working with them and other city schools in a coteaching residency.
The U.S. Department of Education has formally published a notice inviting applications for a new Teacher Quality Partnership (TQP) grant cycle. Interested applicants should notify the Department by June 11 of their intent to apply, with completed applications due 4:30 p.m. EDT on Tuesday, June 26.
The TQP grant program, authorized in Title II of the Higher Education Act, is the only federal initiative designed to strengthen and reform educator preparation at institutions of higher education. AACTE has long advocated for this program, which funds partnerships between institutions of higher education and high-need schools and districts to develop master’s-level residency programs or to reform undergraduate preservice preparation programs.