Designing and Implementing Clinically Based ... - Teach-Now

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Designing and Implementing Clinically Based ... - Teach-Now Powered By Docstoc
					Nancy Burstein
Sue Sears

California State
University,
Northridge


Anne Wilcoxen
Evaluation
Consultant


           Presented at the NCEI Conference in Washington DC, April 2011
   Teacher Preparation and Clinical
    Practice

   Conventional Programs

   Residency Programs

   The CSUN Residency Program

   What Have We Learned???
Program
emphasis on


and course     Programs grounded
work loosely   in
linked to      and interwoven with
school-based   academic content
experiences.   and professional
               courses.
                   Courses
                 Emphasis on
                 Theory and
                  Pedagogy




   Seminar                     Clinical Practice
 Emphasis on                     Emphasis on
Linking Theory                    Classroom
and Practice                      Experience
            Clinical Practice
              Emphasis on
            Multiple Ongoing
               Supervised
                 Clinical
              Experiences
               Throughout
                Program
     Courses
  Emphasis on
                               Seminar
    Weaving
                             Emphasis on
Coursework Into
                            Improving P-12
Clinical Practice
                           Student Learning
   Strategic partnerships are imperative for powerful clinical
    preparation.

   Specific sites are designated and funded to support
    embedded clinical preparation with clinical educators and
    mentors rigorously selected and prepared.

   Clinical preparation is integrated throughout every facet of
    teacher education.

   A candidate’s progress and the elements of a preparation
    program are continuously judged on the basis of data with
    student learning as the focus.
• Traditional
• Intern
Principles           Courses       Clinical Experience        Seminar
Strategic                           Contract with districts
Partnerships                       for placement

Mentors rigorously                 Placement based on
selected and                       recommendation with
prepared                           minimal training
Clinical             Courses        Supervised early          Meets with
preparation          require field- fieldwork and student     instructor to
integrated           based          teaching assignments      discuss
throughout           assignments                              classroom
program              with minimal                             experiences
                     district
                     collaboration

Emphasis on                        Emphasis on teacher        Teacher
improving student                  competency                 evaluation
Principles     Courses            Clinical Experience   Seminar
Strategic                         Interns employed
Partnerships                      by district

Mentors                           Placed in own
rigorously                        classroom with
selected and                      support provider
prepared
Clinical       Courses require    Guidance from         Cohort meets
preparation    field-based        support provider      with university
integrated     assignments with   and supervisor        supervisor
throughout     minimal district   throughout the        addressing the
program        collaboration      program               needs of on-the-
                                                        job teachers

Emphasis on                                             Emphasis on
improving                                               teacher
student                                                 competency in
Residency Programs
   Strong partnerships
   Cohort experience
   Apprenticeship with trained mentors
   Professional development aligning
    educational theory and clinical practice.
   Student achievement data monitored for
    program improvement
   Supported induction
   5-year Teacher Quality Partnership grant
    focusing on preparation of special
    educators
   College of Education in partnership with the
    College of Humanities and LAUSD
   Residents receive $30,000 to support full
    time participation
   18 month combined credential/MA
   One-year residency followed by 2 year
    induction in high need schools
   Focus on improving K-12 ELA outcomes
    Clinically Based                   Residency Programs
        Programs
Strategic Partnerships   Strong partnerships among colleges of
                         education, school districts and communities
                         Progression through the program as part of a
                         cohort
Mentors rigorously    Apprenticeship alongside experienced and
selected and prepared trained mentors

Clinical preparation     High quality professional development with
integrated throughout    emphasis on tightly aligning educational theory
program                  and clinical practice.


Emphasis on improving    Student achievement data collected and
student learning         monitored for continuous program improvement
                         Effective supported induction
   Structures to Facilitate
    Partnership
    › High-Level Administrator
        meetings across institutions
    ›   Management Team
    ›   Cross-institutional position: Full
        time LAUSD liaison
    ›   Language and Literacy
        Workgroup
    ›   Designated LAUSD site for project
        activities
   Rigorous selection process
    › Interviews with school site
      administrators
    › Mentor interview and classroom
      observation

   Professional development
    › Program orientation
    › Mentoring skills
    › Language and literacy
› Structured observations
  with cohort of exemplary
  practices
› Site based teams engaged
  in action research
› Teaching evaluations
› Teacher performance
  assessment
 Simulation activities performed in classes

 Tutoring in on-campus literacy laboratory
 Video demonstrations of teaching practices

 Course assignments applied in classroom
   settings with mentor collaboration
 Align course content with district initiatives

 Mentors explicitly model pedagogy taught in
   coursework
 Valid and reliable measures of
  teacher effectiveness
   CSUN Student Teaching
    Evaluations
   Performance assessment
   LAUSD adaptation of Danielson
    Framework for Teaching
 Valid and reliable measures of
  student outcomes
   California Standards ELA Test
   ELA Progress monitoring
    assessments
   Partnerships – must be mutually
    beneficial and impact all aspects of
    program development and
    implementation
   Mentors – increase limited pool of
    qualified mentors through
    professional development
   Integration – closely aligned
    coursework and fieldwork through
    collaborative efforts of faculty and
    mentors
   Evaluation – critical in informing
    practice but need to develop
    reliable and valid measures of
    teacher effectiveness

				
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