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Teacher Development Through Dynamic Partnerships: Discussion of the Collaborative, Ongoing, Reciprocal Education Plan (The CORE Plan)
Unformatted Document Text:  Title: Teacher Development Through Dynamic Partnerships: Discussion of the Collaborative, Ongoing, Reciprocal Education Plan (The CORE Plan) Section I: ContentA-Statement of the Issue: This presentation describes the design and effects of the Collaborative Ongoing Reciprocal Education Plan (The CORE Plan) implemented by a teacher education program and a public elementary school in upstate New York. The CORE Plan formalizes and extends the current conception of course-embedded field experiences for teacher candidates and professional development plans for teachers by teaming teacher candidates enrolled in an undergraduate teacher preparation program with public elementary school teachers. The CORE Plan is consistent with national and state policy statements that suggest that collaboratives between colleges or universities and local public schools are needed to develop and retain quality teachers (NCATE, 2000; NYSED, 2004). Specifically, The CORE Plan reflects the College’s mission and NCATE’s Standard 3 on Field Experiences and Clinical Practice (NCATE, 2000). It is also consistent with New York State policy that requires all teachers to engage in 175 hours of professional development over five years (NYSED, 2004). The CORE Plan views teacher educators, teachers and teacher candidates as co- learners who are capable of contributing to each other’s professional growth. One unique aspect of The CORE Plan is that the strategic focus of the work depends on the needs of the constituents. Another is that all stakeholders in the partnership benefit. The experience enriches teachers’ and teacher candidates’ internalization of content and pedagogy. It provides opportunities for them to experience theoretical pragmatic consonance. It fosters collegiality and reciprocity among participants. In this way teacher education extends beyond the college walls and into the elementary classroom. It continues even after certification is obtained. Teacher education is no longer viewed hierarchically but rather as a continuum. This presentation will describe The CORE Plan and The CORE Plan study which seeks to: a) examine a collaboration (The CORE Plan) between a NYS teacher preparation college and a local public elementary school; b) describe influences of The CORE Plan on teaching and learning; and c) reflect on the effectiveness of current models of clinical experience. B-Theoretical Framework/Literature Review: The study of The CORE Plan is framed by a socio-cognitive theory of learning. Drawing on the work of Rogoff (1991), Vygotsky (1978, 1986) and Wertsch (1985), socio-cognitive theory considers all learning to be social in nature. This perspective suggests that learning occurs when individuals have multiple, ongoing opportunities to participate in meaningful, authentic activities that require more than mastery of rules or facts. These activities require individuals to build, revise and refine their understanding through interactions with other members of the community who serve as models. From this perspective The CORE Plan provides teacher educators, teachers and teacher candidates with an opportunity to participate fully as members of the teaching community and to serve as models for strengthening and deepening each individual’s understandings of teaching and learning. The CORE Plan is informed by previous research on college/school partnerships. In traditional partnerships, the college provides prospective teachers with theoretical background in content and pedagogy (Feiman-Nemser & Buchmann, 1985).

Authors: Bogan, Huey., Flihan, Sheila., Margolin, Marcia. and Schaefer, Joseph.
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Title: Teacher Development Through Dynamic Partnerships: Discussion of the
Collaborative, Ongoing, Reciprocal Education Plan (The
CORE Plan)
Section I: Content
A-Statement of the Issue:
This presentation describes the design and effects of the
Collaborative Ongoing Reciprocal Education Plan (The CORE Plan) implemented by a
teacher education program and a public elementary school in upstate New York. The
CORE Plan formalizes and extends the current conception of course-embedded field
experiences for teacher candidates and professional development plans for teachers by
teaming teacher candidates enrolled in an undergraduate teacher preparation program
with public elementary school teachers.
The CORE Plan is consistent with national and state policy statements that
suggest that collaboratives between colleges or universities and local public schools are
needed to develop and retain quality teachers (NCATE, 2000; NYSED, 2004).
Specifically, The CORE Plan
reflects the College’s mission and NCATE’s Standard 3 on
Field Experiences and Clinical Practice (NCATE, 2000). It is also consistent with New
York State policy that requires all teachers to engage in 175 hours of professional
development over five years (NYSED, 2004).
The CORE Plan views teacher educators, teachers and teacher candidates as co-
learners who are capable of contributing to each other’s professional growth. One unique
aspect of The CORE Plan is that the strategic focus of the work depends on the needs of
the constituents. Another is that all stakeholders in the partnership benefit. The
experience enriches teachers’ and teacher candidates’ internalization of content and
pedagogy. It provides opportunities for them to experience theoretical pragmatic
consonance. It fosters collegiality and reciprocity among participants. In this way teacher
education extends beyond the college walls and into the elementary classroom. It
continues even after certification is obtained. Teacher education is no longer viewed
hierarchically but rather as a continuum.
This presentation will describe The CORE
Plan and The CORE Plan study which
seeks to: a) examine a collaboration (The CORE Plan) between a NYS teacher
preparation college and a local public elementary school; b) describe influences of The
CORE Plan on teaching and learning; and c) reflect on the effectiveness of current
models of clinical experience.
B-Theoretical Framework/Literature Review: The study of The CORE Plan is framed
by a socio-cognitive theory of learning. Drawing on the work of Rogoff (1991),
Vygotsky (1978, 1986) and Wertsch (1985), socio-cognitive theory considers all learning
to be social in nature. This perspective suggests that learning occurs when individuals
have multiple, ongoing opportunities to participate in meaningful, authentic activities that
require more than mastery of rules or facts. These activities require individuals to build,
revise and refine their understanding through interactions with other members of the
community who serve as models. From this perspective The CORE Plan provides
teacher educators, teachers and teacher candidates with an opportunity to participate fully
as members of the teaching community and to serve as models for strengthening and
deepening each
individual’s understandings of teaching and learning.
The CORE Plan is informed by previous research on college/school partnerships.
In traditional partnerships, the college provides prospective teachers with theoretical
background in content and pedagogy (Feiman-Nemser & Buchmann, 1985).


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