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One Traditional Teacher Education Program Revises Courses and Field Experiences and Creates Assessment Design
Unformatted Document Text:  Proposal for AACTEJanuary 29 – February 1, 2006 San Diego new teachers’ classrooms in urban settings. The findings from these data and analyses may provide insights into exemplary ways teacher education programs can create major revisions by collapsing courses, maybe even eliminating some courses, and better aligning the existing courses with internships of varying lengths, particularly in urban settings. These innovations will be a major undertaking for our faculty and college administration, but the commitment is in place to “think outside the box” in order to better prepare teachers within the parameters of a main-stream master’s program for the “new demands” on teachers and students in today’s schools (Cochran-Smith, 2003). E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work. Provided that our study shows (1) if and how teachers from our revised teacher education program are better prepared to teach in urban settings than those who earlier completed our program of traditional courses, practica and student teaching, (2) that our graduates positively impact the achievement of their students in urban schools, and (3) that the attrition rate of our graduates teaching in urban schools decreases, there could be strong revision implications for traditional programs of education. Also, the follow-up study may provide a research model for evaluating the success of program graduates, particularly in urban schools. Section II: Outcomes and MethodsA. Learner/participant outcomes: Describe what you intend the participants to learn during the session. The roundtable author/convener will report findings of the on-going review of our master’s teacher education and licensure program, will give details of anticipated program changes and innovations in courses and clinical experiences, and will share the emerging model for graduate assessment. Also, data from interviews and focus groups of current students and faculty will be available. Not only “rosy accounts” of the process and implementation will be shared, but rather, the participants will learn about the struggles and obstacles inherent in and as a consequence of this task. Receiving feedback and hearing suggestions from participants about ways to revise traditional programs and how to assess graduates can be informative for all attendees. A. Methods: Describe how you will design the session so that the learner/participant outcomes are achieved. The format of this round table will be (1) to share major changes we are considering in our traditional teacher education program around the preparation of teachers for urban settings, (2) to receive feedback from objective outsiders from other institutions as to the academic and logistical feasibility of our proposed innovations, (3) to hear from other college/university representatives who have introduced innovative changes and varied clinical experiences in urban settings, and (4) to hear feedback and suggestions related to models for assessing graduates’ effect on student achievement. References Cochran-Smith, M. (2003). The unforgiving complexity of teaching: Avoiding simplicity in the age of accountability. Journal of Teacher Education, 54(1), 3-5. Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher 3 3

Authors: Smithey, Margaret.
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Proposal for AACTE
January 29 – February 1, 2006 San Diego
new teachers’ classrooms in urban settings.

The findings from these data and analyses may provide insights into exemplary ways
teacher education programs can create major revisions by collapsing courses, maybe even
eliminating some courses, and better aligning the existing courses with internships of varying
lengths, particularly in urban settings. These innovations will be a major undertaking for our
faculty and college administration, but the commitment is in place to “think outside the box” in
order to better prepare teachers within the parameters of a main-stream master’s program for the
“new demands” on teachers and students in today’s schools (Cochran-Smith, 2003).
E. Implication for Action: Outline what concrete changes, activities, policies, research, or other
outcomes can result from this work.
Provided that our study shows (1) if and how teachers from our revised teacher education
program are better prepared to teach in urban settings than those who earlier completed our
program of traditional courses, practica and student teaching, (2) that our graduates positively
impact the achievement of their students in urban schools, and (3) that the attrition rate of our
graduates teaching in urban schools decreases, there could be strong revision implications for
traditional programs of education. Also, the follow-up study may provide a research model for
evaluating the success of program graduates, particularly in urban schools.
Section II: Outcomes and Methods
A. Learner/participant outcomes: Describe what you intend the participants to learn during the
session.
The roundtable author/convener will report findings of the on-going review of our master’s
teacher education and licensure program, will give details of anticipated program changes and
innovations in courses and clinical experiences, and will share the emerging model for graduate
assessment. Also, data from interviews and focus groups of current students and faculty will be
available. Not only “rosy accounts” of the process and implementation will be shared, but rather,
the participants will learn about the struggles and obstacles inherent in and as a consequence of
this task. Receiving feedback and hearing suggestions from participants about ways to revise
traditional programs and how to assess graduates can be informative for all attendees.
A. Methods: Describe how you will design the session so that the learner/participant outcomes
are achieved.
The format of this round table will be (1) to share major changes we are considering in our
traditional teacher education program around the preparation of teachers for urban settings, (2) to
receive feedback from objective outsiders from other institutions as to the academic and
logistical feasibility of our proposed innovations, (3) to hear from other college/university
representatives who have introduced innovative changes and varied clinical experiences in urban
settings, and (4) to hear feedback and suggestions related to models for assessing graduates’
effect on student achievement.
References
Cochran-Smith, M. (2003). The unforgiving complexity of teaching: Avoiding simplicity in the
age of accountability. Journal of Teacher Education, 54(1), 3-5.
Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher
3
3


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