Posts Tagged ‘school-university partnerships’
This article originally appeared on oswego.edu and is reprinted with permission from the SUNY Oswego Office of Communications & Marketing.
The SUNY Oswego School of Education has joined three other educator-preparation schools in Bank Street College’s Prepared to Teach-New York Learning Network, an initiative designed to develop sustainable funding pathways for residency programs that embed teacher candidates in schools and communities for two full semesters.
Prepared to Teach-NY, recipient of a $500,000 grant from Carnegie Corporation of New York, cites evidence to support a sea change in what represents "student teaching" in the state. The new model takes a page from residencies in medical professions for deeper, richer, authentic experiences linking school placements to concurrent education coursework.
In Fall 2017, AACTE member institution Towson University’s College of Education launched a pilot program, SIMTeach@TU, to strengthen its clinical and practice-based curriculum through virtual simulation. The program features eight faculty who develop problem-based case scenarios for teacher candidates to experience real-world human interactions with avatars via the virtual reality technology called Mursion. The training simulations recreate the most demanding interpersonal challenges that teacher candidates may confront in the classroom with PK-12 students. It allows preservice teachers to practice and master the complex interpersonal skills necessary to be effective in difficult situations.
“We see simulation—or approximations of practice—work as part of the trajectory of getting our preservice teachers ready to work with real students in classrooms,” said Laila Richman, associate dean of the College of Education at Towson. “We think about this as the first phase of a university-based clinical curriculum that moves them towards being able to work with students.”
AACTE President and CEO Lynn M. Gangone recently traveled to Indiana where she met with deans of colleges and schools of education throughout the state, and representatives from the State Department of Education and national foundations to discuss educator preparation from a national perspective. Gangone also was invited to be the lead speaker at the Indiana Association of Colleges for Teacher Education’s (INACTE’s) first statewide summit, and presented data from the Colleges of Education: A National Portrait report.
Ena Shelley, an AACTE board member and INACTE member, shared how important it was to hear the trend data. “When you are working within state borders, you think it is just your state, but when you see the trend data—how long teachers are staying or not staying, the demographics—it makes it real,” Shelley said. “I think the report was so important because we really haven’t had a succinct, cohesive report like the National Portrait, which gives us real data to look at … [and ask ourselves] now what can we do about it?”
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.
The Colorado Department of Higher Education announced this month that it has awarded nearly $2 million to 17 collaborative projects designed to recruit and retain more educators as part of the Plan Into Action grant established in partnership with the Colorado Center for Rural Education. Of the recipients, nine are AACTE member institutions, which have developed initiatives to combat teacher shortages. The other grantees include school districts, boards of cooperative educational services, and traditional and alternative educator training programs from across the state. The projects will establish teacher residency programs, leverage technology for improved professional support, and encourage more teacher candidates to specialize in high-need content areas.
“Teachers are the backbone of our education system and critical to our state’s long-term success,” CDHE executive director Dan Baer said. “These funds will strengthen the relationships among our institutions, alternative programs and the schools in their backyard, helping communities cultivate their own teacher corps and better support those already in the classroom.”
This article originally appeared online at news.ecu.edu and is reposted with permission.
ECU research group studying effects of school leadership secures $9.7M grant
A group of East Carolina University researchers studying the effects of school leadership has secured a five-year, $9.7 million grant from the U.S. Department of Education.
Nearly 40 members of the AACTE Clinical Practice Commission (CPC) and the Special Education Task Force met in Washington, DC on September 24-26 to discuss their separate and shared initiatives that serve as next steps for advancing the new CPC report. Released in January 2018, A Pivot Toward Clinical Practice, Its Lexicon, and the Renewal of Educator Preparation by the CPC offers a framework, guidance, and common lexicon to expand the operationalization of clinical educator preparation. Its 10 proclamations and tenets identify highly effective and evidence-based practices for embedding teacher preparation in the PK-12 environment.
During the planning session, the CPC developed a working plan to advance its emissary work and to create a site-based peer-coaching model. The Taskforce focused on finalizing a series of tenets that will be added to the existing CPC proclamations to provide more specific practice recommendations for special and inclusive educator preparation.
“The CPC met on the first day to discuss the next round of their work, which is to share findings of the report more broadly through focused emissary work and the development of peer coaching strategies,” said Amanda Lester, AACTE director of programs and professional learning. “This emissary work includes a defined plan that will help AACTE members learn more about how to implement the report’s research for developing or expanding their clinical practice model.”
The U.S. Department of Education (DOE) named the 2018 recipients of the Teacher Quality Partnership (TQP) grant program on Friday, September 28. In total, the DOE funded 17 grantees from the $43.1 million appropriated by the U.S. Congress in the Fiscal Year 2018 Labor, Health and Human Services, Education, and Related Agencies bill.
The TQP grant program is the only federal initiative dedicated to strengthening and transforming educator preparation at institutions of higher education (IHEs). To be an eligible grant recipient, the IHE must offer a baccalaureate or graduate program in education, and collaborate with PK-12 partners. Other requirements include the IHE’s educator preparation program and college of arts and sciences work in partnership with a high-need school or schools in a local, high-need district. This helps prepare teacher candidates to teach in high-need fields by providing practical experience in these schools during their training. The innovative partnerships between IHEs and PK-12 schools transform educator preparation programs as well as provide benefits to teachers in the classroom.
Southern New Hampshire University (SNHU) in Manchester launched its new clinical master’s degree program during the 2018-19 academic year. The program offers dual certification in elementary and special education or early childhood and early childhood special education. It is designed to prepare teacher candidates for certification and to ensure that new educators have the required skills, competencies, knowledge, and dispositions specifically needed to support the development and learning of students in elementary grades (K-8) and general special education (K-12).
“It’s an accelerated 15-month clinical program that enables teacher candidates to work clinically with students during 11 of those months,” said Mary Ford, Interim Dean in the School of Education at SNHU. “They are [working] in supervised clinical experiences learning the craft and skill of teaching as well as monitoring the learning progress of their K-12 students.”
Rowan University’s College of Education is the founding college on campus but that doesn’t stop it from continually innovating its practice and creating forward-thinking opportunities for teaching and learning. And so, this year, the oldest college on campus is offering an innovative new degree: the Bachelor of Arts in Inclusive Education.
The concept of inclusive education is simple, yet profound: teachers must be prepared to meet the needs of ALL the learners in their classroom, regardless of differences in race, language, culture, and physical ability.