|
|
The
teacher education unit’s teacher
preparation programs emanate from
a conceptual framework that has
evolved from a model adopted in
2000. The impetus to review and
revise our conceptual framework
came from several issues. In
2002, the College of Education was
restructured as the School of
Education and became a unit within
the College of Professional
Programs and Social Sciences. One
reason to revise the conceptual
framework was to clearly establish
the School of Education as part of
a community of professional
programs. The second reason was
to create a teacher education
program in which teacher
candidates see themselves as
professionals. The third reason
was the realization that in
addition to students earning
initial licensure to teach, the
Unit prepares licensed teachers
for roles as school
administrators, reading
specialists, school counselors,
instructional technologists, and
others who serve in an
administrative role in our
schools. Therefore, it was felt
that our theme, “Preparing
Professionals through
Standards-based Practice,”
sets the stage for the changing
focus of the teacher education
unit.
At
the same time as the change was
taking place within the teacher
education unit, changes in the
skills needed by our teacher
candidates also became evident.
Long influenced by the work of
Dewey, Piaget, Vygotsky, Goodlad, and others, the
teacher education unit recognized
that teacher candidates must have
knowledge of methods, students,
and subjects to be effective in
the classroom. Our goal has
always been that teacher
candidates demonstrate knowledge
of learning, learner, and content.
However, the Unit also recognized
that today’s teachers must have
the skills to function in a
standards-based environment. Just
as teacher educators within the
Unit had modeled the knowledge,
skills, and dispositions we wanted
our students to possess, it was
evident that we must also model
how to teach from a
standards-based format. It was
clear that if teacher candidates
are to achieve high standards and
to promote high standards for
their own students, we can expect
no less from teacher educators.
This was affirmed when the
National Commission on Teaching
and America’s Future (1996) argued
that standards for teaching are
the linchpin for transforming how
we prepare teacher candidates.
Therefore, since 2002, preparing
teacher candidates from a
standards model became a new focus
in our preparation of teachers.
This emphasis was recently
affirmed when Linda
Darling-Hammond (2006) noted that
teacher education programs should
provide “a coherent curriculum
organized to instill the
knowledge, skills, and
dispositions their vision entails;
and well-defined standards of
practice that guide development
and assessment of teacher
candidates” (p. 79). This is done
through the alignment of multiple
sets of standards–local, state,
and national–to provide a coherent
system of candidate assessment.
Our
focus is on preparing
professionals for the P-12
environment by providing three key
elements–knowledge, skills, and
dispositions–through
standards-based practices.
These three elements provide
structure for the collection and
organization of candidate
performance data and are addressed
through individual courses, field
experiences, and program portfolio
development. Specifically these
elements
address:
The
knowledge element which
enables professional educators to:
- use
their general and subject area
knowledge to enable students to
learn and communicate
effectively with others, and
-
use technological knowledge and
collaborative techniques to
foster active inquiry, problem
solving, and performance skills
among learners.
The
skill element which enables
professional educators to:
-
use
techniques and strategies to
create learning environments
that foster student
intellectual, social, and
personal development, and
- use
technology and collaborative
learning strategies to foster
active inquiry, problem solving,
and performance skills among
learners, and
- use
reflection and outcome
assessments to improve learning
experiences.
The dispositional element which
enables professional educators to:
- create a climate of openness,
inquiry, and support by using
strategies that develop an
atmosphere of acceptance and
appreciation for diverse
individuals and groups in the
larger community, and
- practice behavior meeting
ethical and professional
standards while striving for
continual personal improvement.
Interwoven throughout courses and
experiences in all programs are
learning opportunities that foster
an array of knowledge, skills, and
dispositional outcomes with
special emphasis on diversity and
technology. These elements are
integrated throughout all courses
and clinical experiences to
provide a seamless experience as
candidates move from novice to
expert.
back to the top
Alignment of National, State, and
Institutional Standards
Four
sets of outcomes are used to
measure knowledge, skills, and
dispositions for initial
licensure. Two are national
models of teacher outcomes. The
first is the
Interstate New Teacher Assessment
and Support Consortium (INTASC)
Model Standards for Beginning
Teacher Licensing and
Development. The second set of
outcomes is that of the National
Council for Accreditation of
Teacher Education Standards (NCATE).
Aligned with these standards are eleven
program outcomes outlined in the
INTASC inspired
Tennessee State Board of Education
Teacher Education Professional
Education Standards. The fourth
set of outcomes is the
Tennessee Framework
for Evaluation and Professional
Growth (FEPG).
The FEPG is used to evaluate
Tennessee teachers. These
outcomes are used to assure a
seamless transition from teacher
candidate to professional.
back to the top
Assessment of Candidates and the
Unit
Continuous assessment is
interwoven throughout the teacher
education program at APSU. While
assessments occur at the
individual level through our
milestone evaluation process,
continuous assessment also applies
to the Unit and program. The
assessment system provides for
both the ongoing assessment of
candidate achievement (knowledge,
skills, and dispositions) and the
ongoing evaluation of program
quality within the Unit.
Implementation of the assessment
system provides for data used for
decision-making focused on
maintaining or extending the
quality of the program as well as
the movement of candidates though
the program. Operationally, the
plan is characterized by data
feedback
loops that ensure a
thorough and fair assessment of
candidates.
The
teacher education unit and its
candidates are evaluated through a
four-tier structure
which is described in detail in
Standard
2.
  Student
growth is measured through a
continuous assessment system that
reviews student competency at
four key
milestones for those
earning initial licensure and at
three
milestones for those in
advanced programs. For those
students earning initial
licensure, the first milestone is
measured at the beginning of the
student’s academic career to
assure that the student has the
basic skills and attitudes needed
to be a successful candidate. The
final milestone is measured at the
end of clinical practice (student
teaching) and is the final gateway
to licensure.
For
those students in advanced
programs, the first milestone is
measured at the beginning of
students’ academic careers to
assure that they have the basic
skills and attitudes needed to be
successful candidates. The final
milestone is measured at the end
of the student’s program, and in
some cases is the final gateway to
licensure.
Successful completion of initial
and advanced programs at APSU
signifies that candidates for
licensure and service to the P-12
educational community have
developed knowledge, skills, and
dispositions in general education,
professional education, and an
academic major that collectively
address performance outcomes
established by the state of
Tennessee.
back to the top
Shared
Vision
The
vision for the revised teacher
education unit’s conceptual
framework began in the
spring of
2004 during a series of retreats.
Included in these retreats were
faculty from the School of
Education; faculty from across the
campus involved in the preparation
of teachers; representatives from
the school districts which provide
placements for field experiences,
clinical practice, and
internships; and current students
and graduates.
During the spring of 2004, an
ongoing discussion occurred
related to the preparation we
wanted to provide to students and
the outcomes expected from their
experiences. At the end of the
spring semester, the revised
conceptual framework was presented
to faculty and approved by the
Teacher Education Council.
The
conceptual framework has been an
evolving document designed to meet
the needs of teacher candidates.
When the University mission and
vision statement were revised, the
conceptual framework was reviewed
to make it consistent with the
mission and vision statement. The
conceptual framework will continue
to be shaped by the demands of our
candidates and the students they
teach.
The
framework has been shared
with all
teacher candidates and the
community in a variety of ways.
First, the conceptual framework is
included in every syllabus for
courses designed specifically for
students in initial or advanced
programs. Instructors begin each
semester with a discussion of the
conceptual framework and how the
material presented in the course
relates to the conceptual
framework. Assessments within
courses required for licensure are
directly tied to the standards
outlined in this conceptual
framework and instructors directly
relate course activities and
assessment to standards. Second,
the conceptual framework is shared
with mentor teachers and
university mentors who supervise
and evaluate teacher candidates.
The
teacher education unit and all
involved stakeholders are
committed to “Preparing
Professionals through
Standards-based Practice.”
back to the top
Coherence
The
goal of the teacher education unit
at APSU is to provide a coherent
program that connects the “what”
and the “how” of teacher
preparation throughout the
coursework and clinical
experiences of teacher
candidates. As Darling-Hammond
(2006) notes, the experience of
learning to teach must be seamless
from the acquiring of knowledge to
the application of skills. Woven
within these experiences is the
acquisition and assessment of the
dispositions to teach.
For
those students who are completing
the traditional education program
of 120 semester hours, the first
two years is spent acquiring
knowledge of content. The last two
years focus on the connection of
content and pedagogy and on the
acquisition of the ability to turn
the knowledge acquired into the
skills of teaching so all students
can learn.
Throughout the four-year program,
students are provided
opportunities to observe and work
with teachers in the K-12
setting. The first experience
begins in the Foundation of
Education course (2100) and is
designed for students to have
their first look at classrooms
through the eyes of a teacher. As
the candidate progresses, the
field experiences advance from
simply observing to teaching under
the watchful eye of a mentor
teacher, to opportunities to have
complete responsibility for the
classroom during clinical
teaching.
back to the top
Professional Dispositions
Admission and retention decisions
for teacher candidates and those
in the advanced program are not
based only on satisfactory
academic performance. It is
equally important that candidates
demonstrate the dispositions
critical to being a successful
teacher or an educational
professional.
Specific
dispositions have been identified
for both initial and advanced
candidates. Students in initial
licensure programs at APSU are
expected to demonstrate the
following positive professional
dispositions. These dispositions
are evaluated by university
professors and classroom teachers
during field experiences.
Failure to exhibit these
dispositions may result in
dismissal from the teacher
education program.
-
Demonstrates a positive attitude
about working with diverse
students, peers, professionals,
and in diverse environments.
-
Attends classes and field
experiences consistently and
punctually (including not
arriving late or leaving early).
-
Demonstrates honesty and
integrity.
-
Communicates effectively both
orally and in writing.
-
Demonstrates positive
interactions with peers,
faculty, P-12 students, and
school personnel.
-
Demonstrates a commitment to
P-12 students’ success and to
maintenance of a positive
learning environment.
-
Demonstrates self-respect and
respect for others.
-
Accepts constructive criticism
and is willing to modify one’s
behavior.
-
Analyzes problems critically and
attempts to resolve them
independently.
-
Assumes personal responsibility
for adhering to professional
guidelines regarding academic
conduct.
-
Assumes personal responsibility
for adhering to established
guidelines for the Teacher
Education Program.
-
Maintains professional ethics,
appearance, and demeanor.
Students in
advanced programs at APSU are expected to demonstrate the
following positive professional dispositions. These
dispositions will be evaluated by university professors and
supervisors during internships. Failure to adhere to
dispositions one and two will be cause for immediate dismissal
from the program. Failure to adhere to dispositions three
through seven may result in dismissal from the teacher education
program.
- Adherence to professional ethics:
demonstrates adherence to
standards of ethical conduct,
fulfills professional obligations,
and assumes responsibility for own
decisions.
-
Professional demeanor: deals
with conflict appropriately,
exhibits poised and professional
behavior, responsive to
professional feedback
-
Collaboration: works
effectively with professional
colleagues, parents, and other
adults.
-
Commitment to diversity: values
multiple aspects of diversity;
respects children and adults of
various cultural backgrounds,
ethnicities, religions, sexual
orientations, social classes,
abilities, political beliefs,
etc.
-
Leadership and initiative:
assumes leadership roles in
improving professional practice,
goes beyond what is expected,
and actively seeks solutions to
problems.
-
Professional advocacy: serves
as an advocate in schools and in
the broader community to enhance
educational opportunities for
all students.
-
Self-reflection: reflects on
and evaluates one’s own
experience and work, is willing
and able to recognize
difficulties or deficiencies in
one’s professional practice,
seeks after knowledge and
professional development.
All
teacher education students,
faculty, and clinical supervisors
are provided with a copy of the
appropriate Teacher
Candidate Dispositions Form.
In addition, these forms and
policies are addressed in initial
courses, published in appropriate
teacher education documents, and
reinforced throughout the program.
Students will be made aware that
repeated violations of these
dispositions will constitute
grounds for a decision regarding
separation from the APSU Teacher
Education Program.
The
candidate disposition assessment
process is composed of three
components. In the
first
component, dispositions reports
are completed by instructors at
three distinct points in the
program. These reports are
completed for those who
demonstrate both appropriate and
inappropriate dispositions.
The
second component is the
measurement of dispositions during
field experiences, clinical
teaching, and internships. Mentor
teachers complete evaluations of
dispositions during these
experiences.
The
third component is the reporting
of inappropriate dispositions.
Disposition reports are completed
to identify and to provide
remediation for those
dispositional issues that are
problematic. This process consists
of the reporting of a
dispositional problem, development
of a set of actions the candidate
agrees to follow to correct the
problem, and, if needed, a process
for the removal of the candidate
from the program.
back to the top
Commitment to Diversity
All
candidates in initial licensure
programs are required to take a
diversity course. At the
undergraduate level, that course
is Educ 4160 (Teaching Diverse
Students). Graduate students
earning initial licensure enroll
in Educ 5520 (Teaching in a
Pluralistic Society).
However, it is our belief that
enrollment in a single course
fails to prepare teachers to fully
engage and reach all students.
Therefore, it is our goal that
diversity be recognized,
appreciated, and addressed as an
inherent aspect of the teacher
education program. Diversity is
also infused throughout all
programs that prepare candidates
for initial licensure and those in
advanced programs. Our commitment
to diversity is revealed in the
beliefs that form our programs and
in the coursework and field
experiences to which candidates
are exposed.
Each course within the education
minor has a diversity emphasis
which is outlined in the
Conceptual Framework. Each
advanced program has identified a
course or experiences within
courses that addresses diversity
issues. These are outlined in the
Conceptual Framework.
back to the top
Commitment to Technology
If
students are to be prepared for
meaningful participation as
self-sufficient citizens in an
increasingly technological world,
their teachers must be comfortable
with technology as a tool to
engage them and enhance their
learning. Therefore, teacher
candidates must be comfortable
with and model the ways that
technology can enhance
instruction. The Tennessee
Teacher Education Professional
Education Standards measures
teacher candidates in technology
in three distinct ways:
-
to
facilitate developmentally
appropriate student learning
-
to
enhance their professional
growth and productivity
-
to
use and manage all technology
available to them and explore
uses of emerging resources. They
promote the equitable, ethical,
and legal use of technology
resources
To
assure competency of teacher
candidates seeking initial
licensure, every teacher candidate
is required to enroll in Educ 3040
(or an equivalent course) at the
undergraduate level or in Educ
5540 at the graduate level. These
courses incorporate the standards
of the International Society for
Technology in Education (ISTE) in
addition to the Tennessee teaching
standards. In addition, all
students in initial licensure
programs complete an electronic
portfolio via LiveText. With the
exception of students in School
Counseling and Music Education,
all students enrolled in advanced
programs also complete electronic
portfolios via LiveText.
However, the goal is not that
students take one course in
technology but that teacher
candidates are exposed to
technology in every course in
their program. Therefore, each
course within the education minor
emphasizes technology in some
way. The listing of those courses
and the ways that technology is
used is outlined in the Conceptual
Framework. Students in advanced
programs are also required to
demonstrate competency in
technology. The courses or
activities that meet this
requirement are listed in the
Conceptual Framework.
back to the top
Knowledge Base
The
knowledge base that informs our
conceptual framework is
continually updated as new
developments occur and ideas
emerge that are related to our
theme, “Preparing Professionals
through Standards-Based
Practices”. A complete listing of
the theories, research, policies,
and concepts that drives our
conceptual framework appears at
the end of the Conceptual
Framework.
previous
next |
