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Collaboration of All Faculty and Administrators for Changing and Transforming Teacher Education
Unformatted Document Text:  COLLABORATION OF ALL FACULTY AND ADMINISTRATORS FOR CHANGING, AND TRANSFORMING TEACHER EDUCATION PROGRAMS James J. Hennessy, Dean Graduate School of EducationAngela Carrasquillo, Coordinator, TESOL ProgramArnold Santandreu, Director, Intern Fellowship ProgramChun Zhang, Vice Chair Division of Curriculum and Teaching; Pat Shea-Bischoff, Vice Chair Division of Curriculum and Teaching Section I - Content A. Statement of the Issue Graduate Schools of Education around the nation are facing unprecedented pressure to change and design high quality teacher education programs to respond to the National Council for Accreditation of Teacher Education (NCATE) standards and No Child Left Behind Act (NCLB) legislation. External forces coupled with the internal strategic planning process propelled the Graduate School of Education faculty to engage in a yearlong self-study to further refine and enhance its Initial and Advanced Teacher Education programs. As a result, the teacher education programs of Graduate School of Education began a concerted effort for a restructuring process to enhance the quality of teaching and curriculum practices leading to more comprehensive, highly competitive, rigorous teacher preparation programs centered on the University’s mission of wisdom, learning, and quality. This empowering initiative fostered intensive, self-reflective, collaborative conversations that generated the restructuring of the Division of Curriculum and Teaching, redesign of program offerings, and the refinement of an assessment system aiming to gather substantive data and evidence to demonstrate that teacher candidates of these teacher education programs have a positive impact on student learning. The presenters will share steps, strategies, and practices undertaken in this continuous process of growing, changing, and transforming. They will provide substantive data from a variety of sources to describe their efforts to enhance the quality across the teacher education programs, especially the childhood programs. Quantitative and qualitative assessment data will include, but are not limited to: (a) state licensure, (b) lessons observation, (c) portfolio assessment, (d) student report card information, (e) field/mentor surveys, (f) teaching candidate exit surveys, and (g) school students’ outcomes. B. Literature Review No other factor affects student achievement more than the quality of the teacher in the classroom (Laczko-Kerr & Berliner, 2003). Well-trained, committed, and sensitive classroom teachers are key to students’ cognitive and academic development (New York State Education Department, 1998). Skills, knowledge, and dispositions of effective teachers include effective organization and delivery of instruction, optimal classroom management, high expectations of students and their families, subject matter knowledge, mastery of and implementation of assessment processes, and familiarity with students’ backgrounds and learning characteristics (Cochran-Smith, 2003; Darling-Hammond, 2003; New York State Education Department, 1998).

Authors: Hennessy, James J.., Carrasquillo, Angela., santandreu, arnold., Zhang, Chun. and Shea-Bischoff, Pat.
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COLLABORATION OF ALL FACULTY AND ADMINISTRATORS FOR
CHANGING, AND TRANSFORMING TEACHER EDUCATION PROGRAMS
James J. Hennessy, Dean Graduate School of Education
Angela Carrasquillo, Coordinator, TESOL Program
Arnold Santandreu, Director, Intern Fellowship Program
Chun Zhang, Vice Chair Division of Curriculum and Teaching;
Pat Shea-Bischoff, Vice Chair Division of Curriculum and Teaching
Section I - Content
A. Statement of the Issue
Graduate Schools of Education around the nation are facing unprecedented pressure to
change and design high quality teacher education programs to respond to the National
Council for Accreditation of Teacher Education (NCATE) standards and No Child Left
Behind Act (NCLB) legislation. External forces coupled with the internal strategic
planning process propelled the Graduate School of Education faculty to engage in a
yearlong self-study to further refine and enhance its Initial and Advanced Teacher
Education programs. As a result, the teacher education programs of Graduate School of
Education began a concerted effort for a restructuring process to enhance the quality of
teaching and curriculum practices leading to more comprehensive, highly competitive,
rigorous teacher preparation programs centered on the University’s mission of wisdom,
learning, and quality.
This empowering initiative fostered intensive, self-reflective,
collaborative conversations that generated the restructuring of the Division of Curriculum
and Teaching, redesign of program offerings, and the refinement of an assessment system
aiming to gather substantive data and evidence to demonstrate that teacher candidates of
these teacher education programs have a positive impact on student learning.
The presenters will share steps, strategies, and practices undertaken in this continuous
process of growing, changing, and transforming. They will provide substantive data
from a variety of sources to describe their efforts to enhance the quality across the teacher
education programs, especially the childhood programs. Quantitative and qualitative
assessment data will include, but are not limited to: (a) state licensure, (b) lessons
observation, (c) portfolio assessment, (d) student report card information, (e) field/mentor
surveys, (f) teaching candidate exit surveys, and (g) school students’ outcomes.
B. Literature Review
No other factor affects student achievement more than the quality of the teacher in the
classroom (Laczko-Kerr & Berliner, 2003). Well-trained, committed, and sensitive
classroom teachers are key to students’ cognitive and academic development (New York
State Education Department, 1998). Skills, knowledge, and dispositions of effective
teachers include effective organization and delivery of instruction, optimal classroom
management, high expectations of students and their families, subject matter knowledge,
mastery of and implementation of assessment processes, and familiarity with students’
backgrounds and learning characteristics (Cochran-Smith, 2003; Darling-Hammond,
2003; New York State Education Department, 1998).


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