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Teach for Real: Building a Case for Formal Teacher Preparation-Even for the Short-Term Teacher
Unformatted Document Text:  Teach for Real: Building a case for formal teacher preparation – even for the short-term teacher Participants in the session will learn of the strategies employed by our university to raise awareness about our program and about the benefits of proper teacher preparation. Liken to a guerilla warfare effort, plans are in the works for a “Teacher Preparation Month” and for wide visibility concurrent with recruitment for alternate route programs. Participants will be encouraged to share experiences with and strategies for meeting the demands of prospective teachers in light of attractive alternate route programs. In addition, participants will gain insight on the impact of alternate route programs in competition with or in conjunction with formal pre-service preparation programs. B. Methods: Key to the success of this presentation will be a detailed account of efforts to raise awareness about our program, including artifacts from the campaign and related accounts of recruitment events. Discussion will be invited in order to utilize the participant’s perspective and experiences in order to further develop individual knowledge about recruitment practices and challenges. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). Retrieved January 2001 from http://epaa.asu.edu/epaa/v8n1/ Darling-Hammond, L. (2001). The research and rhetoric on teacher certification: A response to "Teacher Certification Reconsidered." NY: National Commission on Teaching and America's Future, Teachers College, Columbia University Retrieved July 26, 2002 from http://www.nctaf.org/publications/index.html Darling-Hammond, L. (2002). The research and rhetoric on teacher certification: A response to "Teacher Certification Reconsidered."Educational Policy Analysis Archives, 10(36). Retreived September 5, 2002 from http://epaa.asu.edu/epaa/v10n36.html Darling-Hammond, L., Berry, B. & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Education Evaluation and Policy Analysis, 23(1), 57-77. Johnson, S.M., Birkeland, S.G., and Peske, G. (2005). Life in the Fast Track: How States Seek to Balance Incentives and Quality in Alternative Teacher Certification Programs, Educational Policy, 19(1), pp. 63-89. Kopp, Wendy. 2001. One day, all children. PublicAffairs. Laczko-Kerr, Ildiko and Berliner, David C. (2002). The Effectiveness of "Teach for America" and Other Under-certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy . Education Policy Analysis Archives, http://epaa.asu.edu/epaa/v10n37 Natriello, G. & K. Zumwalt. (1993) “New Teachers for Urban Schools? The Contribution of the Provisional Teacher Program in New Jersey.” Education and Urban Society, 26, 1:49-62.

Authors: Klugman, Jason.
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Teach for Real: Building a case for formal teacher preparation – even for the short-term teacher
Participants in the session will learn of the strategies employed by our university to raise
awareness about our program and about the benefits of proper teacher preparation. Liken to a
guerilla warfare effort, plans are in the works for a “Teacher Preparation Month” and for wide
visibility concurrent with recruitment for alternate route programs. Participants will be
encouraged to share experiences with and strategies for meeting the demands of prospective
teachers in light of attractive alternate route programs. In addition, participants will gain
insight on the impact of alternate route programs in competition with or in conjunction with
formal pre-service preparation programs.
B. Methods:
Key to the success of this presentation will be a detailed account of efforts to raise awareness
about our program, including artifacts from the campaign and related accounts of recruitment
events. Discussion will be invited in order to utilize the participant’s perspective and
experiences in order to further develop individual knowledge about recruitment practices and
challenges.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence.
Education Policy Analysis Archives, 8(1). Retrieved January 2001 from
Darling-Hammond, L. (2001). The research and rhetoric on teacher certification: A response to "Teacher
Certification Reconsidered." NY:
National Commission on Teaching and America's Future, Teachers College,
Columbia University Retrieved July 26, 2002 from
Darling-Hammond, L. (2002). The research and rhetoric on teacher certification: A response to "Teacher
Certification Reconsidered."Educational Policy Analysis Archives, 10(36). Retreived September 5, 2002 from
http://epaa.asu.edu/epaa/v10n36.html
Darling-Hammond, L., Berry, B. & Thoreson, A. (2001). Does teacher certification matter? Evaluating the
evidence. Education Evaluation and Policy Analysis, 23(1), 57-77.
Johnson, S.M., Birkeland, S.G., and Peske, G. (2005). Life in the Fast Track: How States Seek to Balance
Incentives and Quality in Alternative Teacher Certification Programs, Educational Policy, 19(1), pp. 63-89.
Kopp, Wendy. 2001. One day, all children. PublicAffairs.
Laczko-Kerr, Ildiko and Berliner, David C. (2002). The Effectiveness of "Teach for America" and Other Under-
certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy
Education Policy
Analysis Archives,
Natriello, G. & K. Zumwalt. (1993) “New Teachers for Urban Schools? The Contribution of the Provisional
Teacher Program in New Jersey.” Education and Urban Society, 26, 1:49-62.


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