Learning Team Buffet Monday, March 29, 2004 12:45 PM Lunch Special of the Day - Teacher Preparation.

Learning Team Buffet

Monday, March 29, 200412:45 PM Lunch

Special of the Day - Teacher Preparation


Dinner Bell - Your Hostess will be

Stephanie

The Menu Please!

Jan


Servers for the Afternoon will be:

DarrylStephanieRosalyn

JeffRosanna

Jan

Features of Today’s Buffet

To Whet Your Appetite-Darryl The Soup and Salad Bar

Teacher Preparation Requirements in Michigan-StephanieUniversity and National Perspective-RosalynInduction and School District Perspective-Jan

The Main Buffet – Expert Panel-Darryl

BreakA Second Serving

New Teacher Perspective-A Survey-RosannaResearch and Policy Implications-Jeff

Sweet Success (Dessert) Promising Programs and Practices-Jeff and Darryl

The Check Please-Wrap-upEvaluation, Doggie Bags and Dinner Mints-Stephanie

To Whet Your Appetite

Darryl

Soup and Salad BarTeacher Preparation Requirements

Stephanie-Michigan

Perspective

Rosalyn-University and National Perspective

Jan-School and District Perspective

Michigan PerspectiveStephanie

All persons seeking Teacher Certification at one of Michigan’s 32 premier teacher preparation institutions follow a similar path. The journey begins with the candidate for certification being admitted into an elementary or secondary teacher preparation program where they will complete a major and minor or three minors in their chosen subject/endorsement areas.

Michigan PerspectiveStephanie

Upon successful completion of their course work, and the passing of the basic skills component of the Michigan Test for Teacher Certification (MTTC), the candidate is placed in a school for the completion of student teaching. It is during the student teaching, that the candidate begins to learn the reality of their craft. After the candidate completes the university’s teacher preparation program (including student teaching) and passing the subject/endorsement area components of the MTTC, the university will send the recommendation for certification to the Michigan Department of Education. A bill is sent to the candidate and once payment is received a certificate is issued and VOILA, a teacher is certified.

Teacher PreparationA National Perspective

By 1985, Quality Assurances Were

Implemented

Eight policy embedded events have impacted how teachers are prepared.


1. Curriculum standards. National Professional associations developed curriculum standards. (About 1985)

2. Advanced teacher certification. This was developed by the National Board for Professional Teaching Standards (Board formed in 1987)

3. State-licensing standards. California and Connecticut, using NBPTS as a guide, launched an initiative to create a state-licensing system known as the Interstate New Teacher Assessment and Support Consortium. (Formed in approximately 1988.)


4. Accreditation processes linked with states. (1988-89). Accreditation organizations are NCATE (founded in 1954) & TEAC founded in 1997).

5. Professional development schools. (PDS). Partnerships between teacher preparation programs and a P-12 schools took hold in the late 1980s.

6. Alignment of standards for accreditation, initial licensing, and advanced certification. In 1995, NCATE, INTASC AND NBPTS began this alignment process.


7. Professional state standards boards. (1990) These boards (Not to be confused with state boards) are made-up of educators and are charged with establishing and implementing standards for teacher licensing.

8. No Child Left Behind (NCLB). NCLB legislation was signed into law on January 8, 2002 by the President.

School and District PerspectiveJan


Teacher Induction ~ The Recipe for Success:

Retention! Retention! Retention!

Induction = Preparing, Supporting and Retaining

Shared Responsibility – University & District


MI Teacher Mentoring Guidelines:

PA 335(1993) as amended by PA 289 (1995) Section 1526

Requires that all new classroom teachers for the first three years of classroom teaching to be mentored by one or more master teachers.

And 15 days of intensive professional development (in addition to the 5 days required each year for all teachers)


Teacher Induction Programs – Research shows the key elements for success are:

Comprehensive Orientation

Mentoring

Staff Development

THE MAIN BUFFETExpert Panel

Susanne Chandler-University Perspective

Patricia Vandelinder-District Mentoring Perspective

Sara Romano-New Teacher Perspective

Elaine Allen Karls-Urban Teacher Perspective

Mara Lud-Principal’s Perspective

BREAK!!!

15 Minutes

A Second Serving

Research and Policy Implications-Jeff

New Teacher Survey-Rosanna

Research and Policy ImplicationsWhat Does the Research Say?

Question 1: To what extent does knowledge contribute to the effectiveness of a teacher?

Question 2: To what extent does pedagogical coursework contribute to a teacher’s effectiveness?

Question 3: To what extent does high-quality field experience prior to certification contribute to a teacher’s effectiveness?

Question 4: Are there “alternative route” programs that graduate high percentages of effective new teachers with average or higher-than-average rates of teacher retention?

Research and Policy Implications

Question 5: Are there any teacher preparation strategies that are likely to increase the effectiveness of new teachers in hard-to-staff and low-performing schools?

Question 6: Is setting more stringent teacher preparation program entrance requirements, or conducting more selective screening of program candidates, likely to ensure that prospective teachers will be more effective?

Question 7: Does the accreditation of teacher preparation programs contribute significantly to the likelihood their graduates will be effective and will remain in the classroom?

Question 8: Do institutional warranties for new teachers contribute to the likelihood that recent graduates of those institutions will be effective?

New Teacher Survey54 surveys returned12 school districts, one out of Michigan

Dansville 2 East Lansing 3Lansing 2 Detroit 35Williamston 1 Eaton Rapids 5Lansing Catholic 1 DeWitt 1Oxford 1 Grand Rapids 1Washtenaw 1 Hernando 1

17 different Universities attended for Teacher TrainingWayne State 20 MSU 7

Oakland 5 U of M 4

Grand Valley 4 EMU 2

Alma 1 WMU 1

Oakland 1 St. Leo Univ. 1

Bowling Green 1 National Louis 1

Lagos Nigeria 1 Marygrove 1

ASU 1 CMU 1

Olivet 1

18 surveys indicated teaching as a second career

AgeFrom 22 years old to 61 years oldAverage - 36 years50 percent were between 22 years and 37 years old

Gender41 females13 males

Degrees77 percent had Bachelor degrees22 percent had Master degrees 1 percent still pursuing a degree

Years Teaching3.8 percent less than one year50.9 percent less than 2 years83.0 percent less than 5.5 years98 percent less than 17 years1 percent at 23 years

Note: Although the survey was designed for teachers with less than five years, teachers indicated “teaching” as years working with children as aides, in pre-school situations etc.

New Teacher Survey

New Teacher Survey

Grade Level Currently TeachingThe range was from K through 8th grade.52.2 percent were teaching in grades K-347.8 percent were teaching in grades 4 – 8

Teaching in the Major 5.6 per cent did not respond20.4 per cent selected no74.0 per cent selected yes

Teacher Training Program 16 did not respond 5 were in an alternative program 1 in both traditional and non-traditional 32 in a traditional

Question Responses1. Did courses in your subject area (e.g. mathematics, reading, science,

social studies) contribute to your effectiveness as a teacher? Why or why not?

Blank 3.7 percentNo 14.8 percentYes 81.5 percent

2. To what extend did pedagogical (methods) courses contribute to your effectiveness as a teacher?

Average 35.2 percentBlank 9.3 percentHigh 38.9 percentLow 16.7 percent

3. To what extent did your field experience prior to certification contribute to your effectiveness?

Average 29.6 percentBlank 11.1 percentHigh 40.7 percentLow 14.8 percentN/A 3.7 percent

Question Responses4. What teacher preparation strategies increased your effectiveness in urban

and/or low performing schools?Blank 14.8 percentCommunication 7.4 percentClassroom Mtg. 31.5 percentField Exp. 11.1 percentMethods 11.1 percentN/A 13.0 percentTheory 11.1 percent

5. Reflecting on your pre-service training, do you think more stringent teacher preparation entrance requirements or more selective screening of program candidates would likely ensure that prospective teachers would be more effective?

Blank 20.4 percentEntry 11.1 percentNeither 48.1 percentN/A 1.9 percentSelective Screen 18.5 percent

6. Does the accreditation of teacher preparation programs contribute significantly to the likelihood of your effectiveness and assist you in remaining a classroom teacher?

Blank 20.4 percentDon’t Know 1.9 percentNo 38.9 percentN/A 3.7 percentYes 35.2 percent

Question Responses7. Should universities be held accountable for students to do well on

licensure examinations?Blank 9.3 percentNo 46.3 percentYes 44.4 percent

8. Should universities be held accountable for guaranteeing teacher effectiveness in the classroom?

Blank 13.0 percentNo 55.6 percentYes 31.5 percent

9. Briefly describe the role that on-going staff development by your district has assisted you in being an effective teacher.

Blank 16.7 percentHasn’t helped 33.3 percentN/A 3.7 percentYes 46.3 percent

“Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach?”

Linda Darling-Hammond, Ruth Chung and Fred FrelowJournal of Teacher Education, September/October 2002

Results from research of nearly 3000 New York City teachers in 1998.

Perceptions of teacher preparedness may or may not be related to their actual teaching abilities and effectiveness. It may depend on both individual differences and contextual differences such as the kind of school where a teacher begins teaching, whether the teacher is working in their major area, what kinds of supports are availableTeacher’s rating of their overall preparedness is significantly related to their sense of efficacy about whether they are able to make a difference in student learning. Teacher who felt better prepared were significantly more likely to believe they could reach all children, handle problems in the classroom, teach all students to high levels and make a difference in the lives of their students. Those who felt under-prepared were significantly more likely to feel uncertain about how to teach some of their students and more likely to believe that students’ peers and home environment influence learning more than teachers do.

“Problems of Beginning Teachers: Comparing Graduates of Bachelor’s and Master’s Level Teacher Preparation Programs”

Susan I. KentThe Teacher Educator Spring 2000

This study compares classroom problems of novice teachers who had completed either a traditional baccalaureate or 1-year graduate level preparation program. The results indicate that graduates from the 1-year program are no more likely to encounter problems in their first years of teaching than graduates of the traditional 4-year program.

There were three most frequently shared problems from both groups. (a) having adequate time for planning and preparation (b) having every student work up to his or her ability; and (c) providing for individual learning differences.

Comments from New Teacher SurveyCoursework helped me. They provided me with a good understanding of what elementary children need to learn.Methods courses did not prepare me for behavior problems that I face with my students.They taught us how to prepare a lesson thoroughly but the weakness was how to address the needs of all students within the lesson, how to reach them, what realistic expectations to have, how to evaluate and adjust the lesson. Lessons in real urban classrooms were glossed over in methods class.Methods courses helped me define the “who” I am as a teacher, my philosophy, approach and methods used to explore and teach by.I think prospective teachers need more one on one attention from field supervisors.Student teaching did not prepare me for parental interactions or lack of parental support.As a participant in an alternative program I went straight into a classroom without any field experience. A mentor was supposed to be assigned to me, I had none. I was mostly isolated and alienated in my classroom. With the traditional process, I believe I would have had an idea of how things generally work in a school. I had enough theory but not enough training in the reality of the classroom. There is not enough done to prepare a teacher for a classroom, from classroom management to the ability to effectively assess and evaluate student learning. Coaches, mentors, support groups were not there as I believe in traditional programs.

Comments from New Teacher SurveyStudent teaching provided little experience, being in the classroom over time has developed my effectiveness.I feel that field experience is very valuable. More exposure to urban settings is needed. For me, the non-traditional program was wonderful. I had prior experience working with children and this was an ideal way to quickly be certified. Teachers need to understand about special education, dysfunctional family styles, pressures on students beyond average peer pressure, and challenges of living in and out of home placements.Teachers need more training in understanding and using technology in record keeping and evaluating students.There are always going to be a few people who don’t make good teachers. I believe the key is in selecting personnel, advisors, mentors, coaches that are truly motivated to see “their students” succeed and evaluate their effectiveness.I think students not universities need to be accountable for their own success on exams.Accreditation does not contribute to my effectiveness. You either have a gift for teaching or you don’t. No amount of training or education can overcome the lack of this gift.I want to be effective for personal reasons. Universities should be help accountable, but they are not the only contributor to teacher success.Yes universities should assist with licensure examinations, but no, for guaranteeing teacher effectiveness, there are no guarantees in this business.

Comments from New Teacher Survey

It’s not the responsibility of the universities, it’s up to the student. However, universities need to keep up to date on what classes and information potential teachers will need.An examination for licensure does not insure my capability as a teacher, only that I can pass a multiple-choice test.Staff development days are no help. They always seem to be trying to sell something. Would love to have more about useful classroom management strategiesDistricts need to provide more classroom management training whether we believe we need it or notMost workshops provided by the district have been helpful.I think teachers need more support once they start teaching.Districts need to survey beginning teachers to find out what they need.We have a team setting between the colleagues at my school and that helps to create relationships which we can share ideas and resources.The district has not provided assistance. We are bombarded daily and there is never any solutions to any of these problems that our students, school, district leaders face in teaching in an urban school. We are continually asked to do more without any resources or help. There is not enough support.The district professional development is good, but does not meet the basic needs I have as a new teacher. I am overwhelmed.Districts need teachers helping teacher’s workshops.

Sweet Success

Promising Programs and Practices

Darryl and Jeff

Promising Programs and Practices

PRESERVICE INDUCTION INSERVICE

Conceptual Coherence

PurposefulIntegrated Field

Experience

Attention to Teachers as

Learners

Developmental Stance, Timeframe,

Curriculum

Integrating Assistance and

AssessmentStrong

Mentoring ComponentPartnership

and Collaboration

Serious Talk as a Medium of Professional

DevelopmentProfessional Communities

of Practice

Grounded in the Particulars of teaching

and Learning

Appropriate Assignment

MSU’s Promising Program

School faculty are establishing a two-year support program available to MSU graduates during the first years of their teaching careers. The MSU TNE program makes content and context central. Faculty and K-12 teachers will develop standards for what teachers need to know and be able to do, including knowledge about subject matter, students and school contexts. At the end of five years, MSU’s university-wide teacher education program will be preparing teachers whoa re more knowledgeable and skilled in their subject areas, better able to teach their subject to diverse learners, and more proficient in using assessment information to guide their teaching. Our experiences and results will serve as a model of teacher education reform for other programs and institutions.

Specifically, MSU’s Teachers for a New Era Initiative will lead to significant innovation in five areas of teacher preparation:

•New or revised content courses in literacy, English, mathematics, the social sciences and the sciences that blend deep subject matter knowledge with best teaching practice and a focus on student learning•Education coursework and teacher education field experiences that emphasize content preparation and skills for teaching in diverse environments•A new two-year support or “induction” program for MSU graduates who are beginning teachers•A major emphasis on preparing teachers for urban schools and attracting individuals from underrepresented groups into the teaching profession•Consistent use of proven methods of assessment to strengthen the entire MSU teacher education program and evaluate its effectiveness

The Check Please!

Evaluation!Doggie Bags and Dinner Mints

Stephanie

Thank Y ou, Please Respond Below!Servers: J an, R osanna, R osalyn, Stephanie, J eff and Darryl

Date: 3/29/04

Content and InformationWhich course did you find most interesting? Which course would you recommend to a friend?

You would like another helping of: (What do you need to know more about?)

What will you do as a result of this session?

Additional comments are appreciated!

Learning Team Buffet Monday, March 29, 2004 12:45 PM Lunch Special of the Day - Teacher Preparation.

Documents

Transcript of Learning Team Buffet Monday, March 29, 2004 12:45 PM Lunch Special of the Day - Teacher Preparation.