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Transforming Teacher Education
Transcript of Transforming Teacher Education
How do we best prepare our teachers for these challenging and dynamic roles?
1. Excellent education in content and pedagogy
2. Challenging and dynamic clinical experiences that link knowledge to practice throughout their program
3. Assessment, communication and reflection
Transform clinical programs to reflect the realities of the 21st century classroom:
technology-have or have not
inclusion-academic, social, emotional
high stakes testing
collaborative or co-teaching
demands of the classroom
Transforming Teacher Education
Through Clinical Practice
Role of the teacher has changed:
data driven instruction
assessment-high stakes testing
Common Core Standards
62% of new teachers feel unprepared for "classroom realities" (USDE, 2011).
No in-school intervention has a greater impact on student learning than an effective teacher (NCATE, 2010).
Connect Content Knowledge to Pedagogy
Start early and continue
Challenging and Varied
Assessment along the way
Create Partnerships with Stakeholders
organizations, businesses, community groups, agencies, schools, and districts (CAEP, 2013)
Share the responsibility for designing, implementing, assessing and improving
Mutually Beneficial Goals: Professional Development Schools (PDS), positive impact on student learning, growth in workforce
We need to shift the focus of field experiences to address the changes in education.
Bernadowski, C., Perry, R., & Del Greco, R. (2013)
. Improving Preservice Teachers' Self-Efficacy
through Service Learning: Lessons Learned.
Department of Education (USDE). (2011).
Our Future, Our Teachers: The Obama Administration's
Plan for Teacher Education Reform and Improvement.
US Department Of Education.
Grossman, P., Hammerness, K., McDonald, M. (2009).
Redefining teacher: Re-imagining teacher
Teachers and teaching: Theory and practice, 15(2), 273-290.
National Council for the Accreditation of Teachers (NCATE). (2010)
. Transforming teacher
education through clinical practice: A national strategy to prepare effective teachers.
Washington, D.C.: Author.
National Research Council (NRC). (2010)
. Preparing Teachers: Building Evidence for Sound
Obama, B. (2011).
State of the Union Address.
Shen, J. (2003).
New teachers’ certification status and attrition pattern.
A survival analysis using the Baccalaureate and Beyond Longitudinal Study 1993–97.
Paper presented at the AERA annual meeting, Chicago.
Ronfeldt, M., & Reininger, M. (2012).
More or better student teaching?
Teacher Education. volume 28 issue 8 Nov. 2012 pp. 1091-1106.
White House Release Fact Sheet. (2014)
. Taking action to improve teacher preparation.
Teachers must be expert practitioners who use their knowledge to advance student learning.
Practice must be at the center of teacher preparation.
"Teaching is complex work that looks deceptively simple.
If teaching is indeed a complex practice, and not something that individuals will naturally develop on their own, then teacher educators must develop new approaches for preparing ordinary people, in an extraordinarily brief amount of time, to be prepared for the challenge" (Grossman, 2009).
National Council for the Accreditation of Teacher Education (NCATE) called to turn teacher education upside down by focusing professional preparation on clinical experiences (NCATE, 2010)
Clinical practice is one of the three aspects of teacher preparation that have the highest potential for the effects on outcomes for students (NRC, 2010)
President Obama directed the U.S. Department of Education to
provide a plan by this summer to strengthen teacher preparation programs (White House, 2014).
Teachers who complete student teaching are 111% more likely to stay in teaching than those who had no training (Shen, 2003)
Transformation of Clinical Practice
21st Century Classrooms
Connect Content to Pedagogy Through Practice
Continuous Assessment and Research