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Appendix E: Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School Districts to Improve Teacher Education
Pages 164-176

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From page 164...
... Alverno's teacher education program supports a coherent curriculum, a supportive system of performance assessments, collaboration among the various faculty of the college, anti multiple forms of partnerships with the urban school system of Milwaukee. Since the inception of the program in the late 1970s, Alverno has continued to seek to link the program components anti create a teacher preparation program that is base(1 on the scholarly literature for the profession, the experiences of the college's faculty and students, and empirical studies.
From page 165...
... However, the overseers of these programs at Alverno believe that this approach to teacher education is having an impact similar to the impacts of other Professional Development Schools (I) ietz, 1999; Zeichner, 20001.
From page 166...
... Thomas) , three school districts, and two intermediate school agencies designed and implemented a Professional Development School program located in several Houston area K-12 schools.
From page 167...
... The program implements this goal by using teachers, administrators, and KSU faculty as co-planners, teachers, and evaluators of methods courses and field experiences; on-site PDS seminar leaders; and supervisors and mentors of practicing teachers. Teachers, administrators, and faculty also are jointly involved in school improvement efforts, curriculum development, program evaluation, professional development activities, and collaborative action research projects.
From page 168...
... Students acquire initial teaching experience in public schools by giving presentations about science to elementary school children in the Austin area and then moving on to the middle- and high-school levels later in their coursework. UTeach was the first teacher preparation program in Texas to meet the state's revised standards for certification.
From page 169...
... In APT, year-Ion" teaching interns assume responsibility for a classroom one day a week while regular teachers undertake research, improve courses, work in teams to restructure curriculum and improve school programs, and engage in college teaching and other endeavors that promote improved teaching. Chief among the findings from evaluations of the collaborative is that teaching practices have changed significantly and involve more active learning.
From page 170...
... Since 1997, faculty in the secondary science MAT program have used funds from the MacArthur Foundation (through the American Association for the Advancement of Science) to implement changes that link methods coursework, the student teaching/ internship, anti the induction perio(1 of a candidate's first year of teaching in local schools.
From page 171...
... The "professional core" of this program is a three-semester sequence of coursework, numerous field experiences, and student teaching placements. One goal is to provide a set of integrated and coherent experiences that will continually strengthen the candidates' professional development as science teachers.
From page 172...
... School districts also support released time so that beginning teachers can observe each other's teaching and participate in local science education conferences. The university also has created a combined Master's in Science Education and certification program with several unique features, including a yeariong student teaching experience, where candidates teach two classes each day.
From page 173...
... 5 Green River Community College has initiated Project TEACH Teacher Education Alliance of Colleges anti High Schools) , a teacher preparation collaborative that (remonstrates the role that community colleges can play in teacher preparation.
From page 174...
... Project TEACH is fun(le(1 by a grant from the NSF through the CETP initiative and by the Washington State Office of Public Instruction, the Green River College Foundation, an(1 in(livi(lual contributors. Henry Ford Community College (Dearborn, Michigan)
From page 175...
... have resulted in the development of Mathematics for Elementary Teachers courses implementing the Triesman mode} as well as mentorship activities with teachers from urban districts, and university/community college team field experiences in urban and bilingual classrooms. These projects have strengthened the community college students' experiences and provided a bridge from the community college to the university environments.
From page 176...
... Astatew~de colloquium for arts and sciences and college of education representatives from two- and fouryear institutions produced policy recommendations for the community college system in the areas of recruitment, collaboration, curriculum and advising, articulation with four-year institutions, early field experiences, and Praxis ~ preparation. Next steps inclu(le focusing on implementation of the policy recommendations and replicating programs that have been successful in targeting and supporting prospective teachers enrolled in the state's community colleges.


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