Montclair State University - Teacher Education at Montclair State

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Montclair State University - Teacher Education at Montclair State Powered By Docstoc
					                                Montclair State University
Montclair State University’s Teacher Education Program has been committed to educational
excellence and innovation since its inception almost 100 years ago. The program is characterized
by a curriculum that emphasizes strong disciplinary and pedagogical knowledge, teaching for
critical thinking, access to knowledge for all learners, the role of public schooling in a
democratic society, the need for teachers to be stewards of best practice, and the importance of
providing caring and nurturing teaching and learning environments.

Exemplary program features include:
    Strong preparation in the liberal arts and sciences, including majors in the disciplines to
      be taught.
    Extensive clinical experiences throughout teacher preparation, including two semesters as
      a “Junior Faculty Member” in a partner school during the final year of the program.
    Clearly delineated teacher education standards (see attached) that guide program
      development and improvement.
    An Assessment System, tied to our MSU Standards, that provides aggregated and
      disaggregated data on student achievement throughout the teacher education program.
    Center of Pedagogy – the coordinating and oversight body for all aspects of teacher
      education at MSU. Its membership brings together faculty from the arts and sciences,
      education and the schools. Over 100 arts and sciences professors at MSU have taken part
      in the CoP Leadership Associates program over the last 10 years. These faculty members
      play leadership roles in the ongoing development and improvement of teacher education
      at the university.
    Montclair State University Network for Educational Renewal – Our school-university
      partnership between the university and 22 local school districts (including three of the
      largest urban districts in the state) that provides coherence, continuity and collaboration
      in the simultaneous renewal of the schools and teacher education. Almost 1,000 teachers
      in member school districts have appointments at the University as Clinical Faculty
      members. All fieldwork assignments for teacher education students take place in
      MSUNER schools with Clinical Faculty members. MSUNER also provides extensive
      professional development programs for Clinical Faculty, including Teacher Study Group
      grants, Action Research Groups, Mini-courses, and Summer Institutes.

Montclair State’s program in Teacher Education is nationally recognized:
   One of twelve founding members of the National Network for Educational Renewal.
   One of twenty participants in the National Education Association’s Teacher Education
   One of seven participants in the National Council for the Accreditation of Teacher
      Education’s Professional Development School Standards project.
   The Christa McAuliffe Showcase for Excellence Award from the American Association
      of State Colleges and Universities.
   MSU selected as one of two regional training sites in the nation by the National Network
      for Educational Renewal to advance the Agenda for Education in a Democracy in 24
      additional settings across the country.
   The 2002 AACTE Best Practices Award in Support of Diversity in Teacher Education.

Montclair State University                                                                      1
      One of 15 teacher education programs selected for participation in the 2004 NCTAF
       Summit Meeting on Teacher Preparation.

MSU Standards for Candidates in Initial Teacher Programs

1. Candidates know the subjects they plan to teach and how to teach those subjects to students.

2. Candidates understand how children and adolescents learn and develop in a variety of school,
family, and community contexts, and can provide learning opportunities that support their
students' intellectual, social, and personal development.

3. Candidates understand the practice of culturally responsive teaching.

4. Candidates plan instruction (a) based upon knowledge of subject matter, students, families,
communities, and curriculum goals and standards; and (b) taking into account issues of class,
gender, race, ethnicity, language, sexual orientation, age, and special needs in designing

5. Candidates understand critical thinking and problem solving, and create learning experiences
that promote the development of students' critical thinking and problem solving skills and

6. Candidates understand principles of democracy and plan and carry out instruction that
promotes democratic values and communication in the classroom as well as critical reflection on
the ideals, dispositions, and processes of democracy.

7. Candidates understand and use multiple forms of assessment to promote the intellectual,
social, and physical development of learners and to inform instruction.

8. Candidates create a learning community in the classroom.

9. Candidates are reflective practitioners who continually (a) inquire into the nature of teaching
and learning, (b) evaluate the effects of their choices and actions on others, and (c) seek out
opportunities to grow professionally.

10. Candidates build relationships with school colleagues, families, and agencies in the larger
community to support students' learning and well-being.

11. Candidates speak and write English fluently and communicate clearly.

12. Candidates develop dispositions expected of professional educators.

Montclair State University                                                                           2