Posts Tagged ‘school-university partnerships’
Two new videos are available this week on AACTE’s Research-to-Practice Spotlight Series highlighting the George Mason University (VA) College of Education and Human Development’s clinical preparation program. This week’s videos present partner elementary schools’ experience with having multiple teachers in the classroom and display the readiness of George Mason students after completing their 1-year internships.
The College of Education and Human Development at George Mason University (GMU) and its network of professional development schools (PDSs) benefit PK-12 student learning in several ways. Students enjoy having access to a second adult in the room dedicated to helping them succeed; teacher mentors gain new perspectives and techniques they can integrate in their classroom; and teacher candidates are prepared through a yearlong internship to hit the ground running in their own classrooms in the future.
A new report from the Teacher Education Task Force of the American Association of State Colleges and Universities (AASCU) makes a compelling case for quality teacher preparation, capturing the key challenges that make the current context complex but also offering recommendations for both university leaders and policy makers to move the field forward.
The task force conducted a survey last year of presidents, provosts, and education deans at state colleges and universities to gauge the current state of educator preparation. (The survey results are included as an appendix to the new report.) The responses informed conversations among task force members to distill the core themes, debate their implications in light of the latest research, and determine consensus recommendations for priority actions by higher education administrators. The results were combined to craft the new report, and the AASCU policy team added a set of priorities for federal and state policy.
The views expressed in this post do not necessarily reflect the views of AACTE.
Last month, faculty from Ohio University’s Patton College of Education joined with teachers from a partner school to participate in an equity-focused leadership summit in Chicago. Two Federal Hocking (OH) Middle School teachers – Robin Hawk, an eighth-grade social studies teacher who led the team, and Tessa Molina, a seventh-grade math teacher – took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2-4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher education.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on implementing clinical practice at the George Mason University (VA) College of Education and Human Development; see this article introducing the series and the first video segment. Today’s article highlights messages from the next two videos, which discuss the team-building approach used by Mason’s education faculty to create strong relationships with partner schools for supporting teacher candidates.
The College of Education and Human Development at Virginia’s George Mason University (GMU) and its professional development school (PDS) partners have established leadership teams to plan robust and personalized training programs for teacher candidates. The teams at the university and school sites work together to engage interns in well-rounded experiences, such as by involving them in local school activities, to help fulfill their individualized professional development plans.
The National Association of State Directors of Teacher Education and Certification held its annual Ted Andrews Winter Symposium January 4-6 in San Diego, California, convening educators from varied settings around the topic “Teacher Recruitment and Retention: Innovation Through Collaboration.”
The theme of partnership-driven innovation was reinforced through a number of sessions in which AACTE members presented along with colleagues from the PK-12 sector and from state education authorities. I was pleased to address the group on the topic of teacher recruitment policy and practice from providers’ perspective. Other notable sessions on the program included these:
It is my pleasure to introduce the George Mason University (VA) College of Education and Human Development as the next featured institution in the AACTE Research-to-Practice Spotlight series. Continuing our focus on exemplary models of clinical practice, this series highlights the long-standing professional development school (PDS) partnership cultivated by George Mason and schools in Fairfax County, Virginia. Mason is the state’s largest producer of PK-12 teachers and largest comprehensive research university.
Critical Reflection and Professional Accountability: One Team’s Experiences at the Teach to Lead Summit
The views expressed in this post do not necessarily reflect the views of AACTE.
We were thrilled to be accepted to participate in the first-ever topical Teach to Lead Summit on Teacher Preparation, held November 2-4 in Washington, DC. Our team worked on a state-funded project that focuses on recruiting high school and undeclared college students of color to education called Abriendo Caminos: Opening Pathways for Students of Color to the Teaching Profession. Our participants included one active teacher, Cynthia Chavez; one undergraduate preservice teacher, Marcus Jackson; a doctoral student and assistant professor, Tonya Walls; and the two of us: Rosemary Q. Flores, a family engagement specialist, and Jori Beck, a teacher preparation representative. The purpose of attending the summit was to further develop our project, and we were provided with ample opportunities from both internal and external critical friends for this work.
California, like many states in the nation, faces a critical shortage of teachers. As California recovers from the Great Recession, teacher hiring needs have steadily increased from a recent low of 10,360 in 2011-2012 to 21,482 in 2015-2016. During the same period, the number of new credentials issued has decreased to a low of fewer than 14,000 candidates in the 2014-2015 school year. This reduction in productivity is reflective of the downward trend in enrollment in teacher preparation programs.
Butler’s ‘Teach to Lead’ Idea: Strengthening Connections Between Teacher Leaders, Preservice Candidates
A version of this article also appeared on the Butler University website.
When the federal Department of Education went looking for ideas on how to prepare teachers better, Butler University’s College of Education answered.
After the nationwide call for teacher preparation programs to submit innovative practice ideas with the potential for growth, Butler became the first Indiana school to be invited to present at a Teach to Lead Summit, the goal of which is to develop and amplify the work of teacher leaders. From nearly 100 submissions, 17 teams were invited to the Teacher Preparation Summit, held November 3-4 in Washington, DC. Participants spent 2 days in intensive strategic planning sessions aimed at identifying obstacles and solutions for spreading innovative best practices in teacher preparation across the country.
Please join me Tuesday, November 15, 1:00-2:00 p.m. EST for the third webinar in this year’s AACTE clinical practice series, “Advancing Science and Math Teaching in Diverse Elementary Classrooms: A Clinical Practice Model at San Francisco State University.”
Presenters Judith Munter, dean of the Graduate College of Education, and Stephanie Sisk-Hilton, associate professor of elementary education, will discuss the clinical preparation model at San Francisco State University (SFSU) centered around ensuring elementary education candidates and practicing elementary educators in their partner schools are highly prepared to teach science and math to an increasingly diverse population.