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A Broadband Community of Practice: Connecting the University Classroom With Best Practices in Rural and Urban Settings
Unformatted Document Text:  pre service teacher candidate will observe any or all of these teaching strategies in a field based assignment near campus. It is through the selective lens of the conference camera where outstanding practice can be seen and further linked to teacher discussion. Unfortunately, such an environment is not accessible to the alternative licensed practitioner who often an urban or rural school as a first assignment. This understanding for what lies ahead. Having only a content knowledge or a corporate background does little to prepare one for the extremes in learners who enter the classroom.C. Contribution:The contribution to Strand V, Discerning quality, is revealed in the discussion and demonstration of a community of practice through electronic conferencing technology. The presentation will focus on the impact on pre service candidates after observing remote diverse classrooms, interpreting best practices, and interacting with a master teacher. D. Relevance:Through the use of qualitative data collected over the course of the community of practice project, it is evident pre service teachers have been able to clearly define and identify effective instructional strategies, subtle but powerful management techniques, well crafted lesson planning, and the importance of holding to high standards. They have also recognized and reflected on teaching in diverse and challenging school settings. Such opportunities as these have implication for a teacher preparation policy that connects with diverse settings for pre service teachers and teacher quality.E. Implication for Action:Developing a community of practice at the under graduate level of teacher preparation has tremendous implications for following students into the classroom once they graduate. The virtual world of long distance video and telecommunications for mentoring novices from a campus setting into any remote classroom becomes a reality. As a result, teacher educators can continue to serve their graduates, now as their professional mentors. This will ultimately broaden the idea of a community of practice that reaches beyond the baccalaureate experience.Section II: Outcomes and MethodsA. Learner/participant Outcomes:The anticipated outcome is that participants will actually see by video capture how pre service teacher candidates observe best practices, look for specific teacher behavior, and interact with the classroom video feed at their campus site. Further, participants will understand and witness the power of a virtual community of practice.B. Methods:The session will open with an overview of the project and its goals. From this opening a video demonstration will take the participants into a P-12 classroom and the campus site where they will witness the P-12 instruction and follow-on interaction with pre service teacher candidates. The program will conclude with further implications for the project outlined above in the Implication for Action.

Authors: Watkins, Paul. and Bratberg, Bill.
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pre service teacher candidate will observe any or all of these teaching strategies in a field
based assignment near campus. It is through the selective lens of the conference camera
where outstanding practice can be seen and further linked to teacher discussion.
Unfortunately, such an environment is not accessible to the alternative licensed
practitioner who often an urban or rural school as a first assignment. This understanding
for what lies ahead. Having only a content knowledge or a corporate background does
little to prepare one for the extremes in learners who enter the classroom.
C. Contribution:
The contribution to Strand V, Discerning quality, is revealed in the discussion and
demonstration of a community of practice through electronic conferencing technology.
The presentation will focus on the impact on pre service candidates after observing
remote diverse classrooms, interpreting best practices, and interacting with a master
teacher.
D. Relevance:
Through the use of qualitative data collected over the course of the community of
practice project, it is evident pre service teachers have been able to clearly define and
identify effective instructional strategies, subtle but powerful management techniques,
well crafted lesson planning, and the importance of holding to high standards. They have
also recognized and reflected on teaching in diverse and challenging school settings.
Such opportunities as these have implication for a teacher preparation policy that
connects with diverse settings for pre service teachers and teacher quality.
E. Implication for Action:
Developing a community of practice at the under graduate level of teacher preparation
has tremendous implications for following students into the classroom once they
graduate. The virtual world of long distance video and telecommunications for
mentoring novices from a campus setting into any remote classroom becomes a reality.
As a result, teacher educators can continue to serve their graduates, now as their
professional mentors. This will ultimately broaden the idea of a community of practice
that reaches beyond the baccalaureate experience.
Section II: Outcomes and Methods
A. Learner/participant Outcomes:
The anticipated outcome is that participants will actually see by video capture how pre
service teacher candidates observe best practices, look for specific teacher behavior, and
interact with the classroom video feed at their campus site. Further, participants will
understand and witness the power of a virtual community of practice.
B. Methods:
The session will open with an overview of the project and its goals. From this opening a
video demonstration will take the participants into a P-12 classroom and the campus site
where they will witness the P-12 instruction and follow-on interaction with pre service
teacher candidates. The program will conclude with further implications for the project
outlined above in the Implication for Action.


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