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Simulation and the Need for Quality Practice in Teacher Preparation
Unformatted Document Text:  C. Relevance The Cook School simulation, with its commitment to the processes embedded in teacher work sample methodology is a unique educational environment that utilizes both quantitative and qualitative information in the discernment of teacher skillfulness and student learning. In this regard, the Cook School simulation is an important mixed-method practice space. Quantitative data are analyzed in terms of achievement progress scores while qualitative data analyses are made when candidate users look for patterns between students’ on-task responses, cumulative file information, and instructional strategy choices. In addition, this presentation seriously explores what it means to provide an exemplary practice space in which new learning and skillfulness can develop. D. Implication for Action Our hope is that, with renewed attention to issues of practice, teacher educators, program designers, and others will begin to more seriously consider the necessary and sufficient qualities for assuring high quality teacher preparation. We offer the Cook school simulation as a way to align practice and feedback with the highly regarded theoretical framework for teacher preparation program design, teacher work sample methodology. Section II: Outcomes and MethodsA. Learner/participant outcomes Participant outcomes of this session are: (1) a more sophisticated understanding of the importance of practice and what distinguishes quality in practice environments; (2) an introduction to the Cook School simulation and its illustrative value as a high quality practice space; (3) an opportunity to inspect Cook School to judge its value within teacher preparation programs; 4) recognition of an alignment exists between the skills central to teacher work sample methodology and those embedded within Cook School. Each of these are critical outcomes designed to address the needs outlined above. B. Methods The outcomes of this session will be met through the following activities: (1) identification of several significant tasks facing teacher education including demonstration of impact on student learning and adequate practice to facilitate this goal; (2) discussion of the role of a simulation in meeting these demands; (3) clarification of criteria useful in judging the utility of a simulation; (4) an invitation for session attendees to inspect the Cook School simulation and evaluate its ability to meet the criteria for an excellent practice space, and; (5) session presenters seeking feedback from attendees regarding these session objectives. 3

Authors: Girod, Mark. and Girod, Jerry.
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C. Relevance
The Cook School simulation, with its commitment to the processes embedded in teacher
work sample methodology is a unique educational environment that utilizes both quantitative and
qualitative information in the discernment of teacher skillfulness and student learning. In this
regard, the Cook School simulation is an important mixed-method practice space. Quantitative
data are analyzed in terms of achievement progress scores while qualitative data analyses are
made when candidate users look for patterns between students’ on-task responses, cumulative
file information, and instructional strategy choices. In addition, this presentation seriously
explores what it means to provide an exemplary practice space in which new learning and
skillfulness can develop.
D. Implication for Action
Our hope is that, with renewed attention to issues of practice, teacher educators, program
designers, and others will begin to more seriously consider the necessary and sufficient qualities
for assuring high quality teacher preparation. We offer the Cook school simulation as a way to
align practice and feedback with the highly regarded theoretical framework for teacher
preparation program design, teacher work sample methodology.
Section II: Outcomes and Methods
A. Learner/participant outcomes
Participant outcomes of this session are: (1) a more sophisticated understanding of the
importance of practice and what distinguishes quality in practice environments; (2) an
introduction to the Cook School simulation and its illustrative value as a high quality practice
space; (3) an opportunity to inspect Cook School to judge its value within teacher preparation
programs; 4) recognition of an alignment exists between the skills central to teacher work sample
methodology and those embedded within Cook School. Each of these are critical outcomes
designed to address the needs outlined above.
B. Methods
The outcomes of this session will be met through the following activities: (1)
identification of several significant tasks facing teacher education including demonstration of
impact on student learning and adequate practice to facilitate this goal; (2) discussion of the role
of a simulation in meeting these demands; (3) clarification of criteria useful in judging the utility
of a simulation; (4) an invitation for session attendees to inspect the Cook School simulation and
evaluate its ability to meet the criteria for an excellent practice space, and; (5) session presenters
seeking feedback from attendees regarding these session objectives.
3


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