The NCATE Journey Kate Steffens St. Cloud State University AACTE/NCATE Orientation - Spring 2008.
-- Welcome -- NCATE/IPSB Board of Examiners _________________ Purdue University Teacher Education...
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Transcript of -- Welcome -- NCATE/IPSB Board of Examiners _________________ Purdue University Teacher Education...
-- Welcome --NCATE/IPSB
Board of Examiners_________________
Purdue University
Teacher Education Programs
-- Welcome --NCATE/IPSB
Board of Examiners• Barbara Fuhrmann, Chair
Louisiana State University
• Ronald J. BonnstetterUniversity of Nebraska at Lincoln
• Mark B. GoorGeorge Mason University
• Gordon HorgenWinner, SD
• Patricia J. LarkeTexas A & M University
• John M. JohnstonUniversity of Memphis
• Mary Glenn RinneIPSB State Consultant
• Pamela SandovalState Team Chair, Indiana University NW
• Elizabeth JaredIndiana State University
• Neva SchwartzGeneva, IN
• Jan BakkenNEA Representative
Purdue University• National/international
reputation • Strong commitment to
Land Grant mission• Strong focus
on strategic planning• Strong partnerships with
content area departments in other schools ENGAGEMENTENGAGEMENT LEARNINGLEARNING
DISCOVERYDISCOVERY
TheTheNext Level:Next Level:
PREEMINENCEPREEMINENCE
The Next Level: PreeminencePurdue Strategic Plan 2001-2006
• ““Strengthen preparatory education through enhanced, Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.”emphasis on reading, writing, math and science.”
Key StrategiesKey StrategiesSpecific to Goal 3 (Engagement)Specific to Goal 3 (Engagement)
Purdue University Teacher Education Program Governance and Administrative Structure
Unit HeadSchool of Education Dean
Teacher Education Council
School of Agriculture School of Consumer & Family Sciences
School of Education School of Liberal Arts School of Science School of Technology
Academic Advising
Agriculture Education
Methods Field Experiences
Academic Advising
Consumer & Family Sci. Ed.
Early Childhood Education
Academic Advising
Educational Leadership
Educational Technology
Elementary Education
Gifted & Talented Education
Literacy & Language
School Counseling
Social Studies Education
Special Education
Academic Advising
Communication Disorders
Methods Field Experiences
EnglishEducation
Foreign Languages Ed.
Health/PhysicalEducation
Visual Arts Education
Methods Field Experiences
Academic Advising
BiologyEducation
Chemistry Education
Earth/Space Sciences Ed.
MathematicsEducation
PhysicsEducation
Methods Field Experiences
Academic Advising
TechnologyEducation
Methods Field Experiences
Office of Professional Preparation& Licensure Elementary Education Committee
Secondary Education Committee
Assessment Council
Office of Field Experiences
Methods Field Experiences
Purdue North Central
Graduate Studies Office
Purdue’s Program• Viewing knowledge as constructed, we provide
an inquiry-oriented approach to teacher education where teaching is made problematic and candidates engage in reflection to develop their understandings of teaching and learning
• A developmental and spiraling inquiry framework (based on Knowles & Cole, 1996) was chosen as the basis for the teacher education reforms at Purdue in 1999
• Seven core competencies, situated in the INTASC principles, guide the program
Professional Preparation Model• Strong commitment to a
professional K-12 collaboration preparation model
• Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC)
• All programs are linked to State of Indiana & professional association standards
• Based on research & best practice
Purdue’s Teacher Education Programs• Includes a set of block courses, each
block with a corresponding field experiencecalled “Theory Into Practice” (TIP)
• Reforms are aimed to achieve– Programmatic coherence through the use of
sequenced blocks– Additional, earlier, and more meaningful field
experiences through the TIPs– Additional emphasis on technology, diversity
and assessment
Blocks, Gates & Courses Assessment
Relationships Among Elementary and Secondary EducationGates, Blocks and Courses
Elementary Education
Gate A Gate B Gate C Gate D
Block I Block II Block III Block IV Block V Block VI
EDCI 205 285
EDPS 235 265
EDCI 361
EDCI 362
EDCI 363
EDCI 364
EDCI 365
EDPS 430
EDCI 466
EDCI 496
Secondary Education / Special Education
Gate A Gate B Gate C Gate D
Block I Block II Methods CoursesStudent
Teaching
EDCI 205 285
EDPS 235 265
Courses Specified by Each Program Area
Specified By
Program Area
Graduation
Strengths of the Teacher Education Program
• Historical commitment to content area learning• Respect for faculty ownership from across
campus as evidenced by joint & courtesy appointments
• Governed by Teacher Education Council (TEC) • Strong commitment to sequenced field
experiences prior to student teaching - TIPs• Continuously engaged in self study – e.g., The
Block Working Group (Nierstheimer, et al., 2004)
Knowledge of Standards• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
50
60
70
80
Percent
Better Prepared Same Less Well Prepared
Technology Use• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
50
60
70
80
Percent
Better Prepared Same Less Well Prepared
Instructional Strategies• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
40
50
60
Percent
Better Prepared Same Less Well Prepared
Overall Teacher Preparation• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
40
50
60
70
Percent
Better Prepared Same Less Well Prepared
Teacher Education at Purdue• Historically strong commitment
to content area learning • Strong across campus faculty
involvement and governance through TEC
• Conceptual model based on a developmental spiraling inquiry framework with competencies based on INTASC principles
• Adherence to State of Indiana & professional association standards
• Inquiry-oriented approach emphasizing reflection, research and best practice