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Curriculum Enhancements and New Program Dimensions:Papers and Examples
Academic Partnerships
A TEACHER EDUCATION COLLABORATION THAT WORKS: ARMSTRONG ATLANTIC STATE UNIVERSITY AND SAVANNAH STATE UNIVERSITY. (2000). Alliance Project, Vanderbilt University (Mikki Garcia, Armstrong Atlantic State University) - Describes collaboration by Armstrong Atlantic State University and Savannah State University (an Historically Black University) to develop a Cooperative Teacher Certification Program on the Savannah State campus. Although this joint program enables trainees to gain a degree and State certification in general education, the model is relevant to collaboration between campuses to prepare personnel in special education. Full text.
http://www.monarchcenter.org/pdfs/collaboration.pdf
Family-Centered Preparation
AACTE-METLIFE FOUNDATION PARENTAL ENGAGEMENT INSTITUTE, American Association of Colleges for Teacher Education - Findings of the MetLife Survey of the American Teacher in 2000 and 2001 revealed a major need to ensure that teachers receive training and information to create and sustain positive relationships with parents. This Institute is aimed at the most promising practices for infusing parental engagement into teacher preparation programs, including strategies that are culturally responsive. Five campuses are collaborating to develop and evaluate enhancements.
http://www.aacte.org/Research/met_life_parental_engagement.htm
Induction
BRIDGES TO SUCCESS, Western Oregon University - A comprehensive induction model that includes local induction, mentoring, and professional development to support early career special educators, particularly in rural areas. Distance learning technologies are employed for communication with personnel in isolated areas. Information and materials for the Bridges model can be downloaded and used to design an induction model.
http://www.tr.wou.edu/bridges/
Collaboration with Two-Year Colleges
COMMUNITY COLLEGE ROLE IN TEACHER EDUCATION: A CASE FOR COLLABORATION. (June 2002). American Association of Colleges for Teacher Education (Ana Maria Schuhmann, Kean University) -- Overviews the importance of seamless articulation between two-your and four-year institutions for recruiting, preparing, and retaining high quality teachers; reviews issues and barriers; and concludes with a series of recommendations on ollaboration. Full text.
http://www.monarchcenter.org/pdfs/communitycolleges.pdf
Distance Delivery; Family-Centered Preparation
DISTANCE DELIVERY OF A COURSE ON FAMILY-CENTERED SERVICES: AN EFFECTIVE MODEL FOR WEB-BASED INSTRUCTION AND INTERACTIVE TELEVISION. (2001). Alliance Project, Vanderbilt University (Chris Marvin, University of Nebraska-Lincoln) -This paper describes (a) access to thorough coverage of the family-centered services philosophy for trainees and practitioners in special education and related services, and (b) use of web-based instruction and other distance learning technologies to reach students beyond the college campus community. Although the focus of the paper is on distance delivery, it contains useful ideas for preparing trainees to become sensitive and skilled in working with families of children of any age who have disabilities. Full text.
http://www.monarchcenter.org/pdfs/distancedelivery.pdf
Distance Delivery
DISTANCE LEARNING. (September 2000). Federal Resource Center, Academy for Educational Development (Jacqueline Hess) -- A useful primer that outlines the nuts and bolts of distance education/distributed learning for higher education and public schools.
Full text.
http://www.federalresourcecenter.org/frc/pubs/Hess.pdf
Technology
INTERACTIVE TEACHER PREPARATION SCHOOL TECHNOLOGY AND READINESS (STaR) CHART, American Association of Colleges for Teacher Education - This self-assessment tool enables schools, colleges, and departments of education to access their level of readiness in preparing teachers to use technology. You can complete an online multiple-choice questionnaire that provides instant feedback on how well your teacher preparation program is doing in this process. Click on Teacher Preparation STaR Chart at the left of the AACTE home page.
http://www.aacte.org
Paraprofessional Career Ladder
LATINO AND LANGUAGE MINORITY TEACHER PROJECTS (L2mtp), University of Southern California with a consortium- Projects to increase the number of Latinos/Latinas and language minorities in the teaching profession by creating a career track for practicing language minority paraeducators. Provides support and assistance - financially, socially, and economically - to promising paraeducators to enable them to complete a teacher education program and become successful teachers in bilingual and multicultural settings.
http://www-bcf.usc.edu/~cmmr/LTP.html
Conflict Resolution
MASTER'S OF EDUCATION IN CURRICULUM AND INSTRUCTION, WITH A
SPECIALIZATION IN CONFLICT RESOLUTION AND PEACEABLE SCHOOLS,
Lesley University (Boston) with Educators for Social Responsibility (ESR) - Designed for educators who want to become leaders in creating safe and peaceable schools, this program combines the academic rigor of Lesley University and the practical experience of ESR. Master's candidates matriculate in three five-month terms. Each residency launches core courses to be completed before the next residency with the support of Saturday study groups facilitated by mentors, in person or through distance technology. Details on program options, specialization courses, and electives are shown at the web site.
http://www.lesley.edu/soe/ci_peaceable.html
Assessment of Candidates
REQUIREMENTS FOR AN ASSESSMENT PROCEDURE FOR BEGINNING TEACHERS: IMPLICATIONS FROM RECENT THEORIES ON TEACHING AND ASSESSMENT. (2002). Teachers College Record, 104(2) (Anne Marie Uhlenbeck, Nico Verloop, & Douwe Beijaard, Leiden University, The Netherlands) -- Report of a study to determine the best approaches to the development of procedures to assess beginning teachers. Studies on teacher thinking, development, learning, and knowledge were reviewed, and studies on new approaches to teacher assessment were examined. Analyses of these topics led to a proposed framework consisting of 15 implications for the development of beginning teacher assessments. Full text and executive summary. Full text.
http://www.tcrecord.org/Content.asp?ContentID=10828
Self-Regulated Learning
ROLE OF SELF-REGULATED LEARNING IN CONTEXTUAL TEACHING: PRINCIPLES AND PRACTICES FOR TEACHER PREPARATION. (2001). Center for Improvement of Early Reading Achievement (Scott G. Paris, University of Michigan, & Peter Winograd, University of New Mexico) -- Self-regulated learning is characterized by: (a) awareness of thinking; (b) use of strategies; and (c) situated motivation. The authors suggest that these features of independent learning should be experienced, constructed, and discussed among teaching candidates and teachers, so that they understand how to nurture the same development among students. The authors review twelve principles of self-regulated learning that can be used in teacher preparation and in the classroom. Full text.
http://www.ciera.org/library/archive/2001-04/0104parwin.htm
Course Design
THE SPECIAL EDUCATION CONSULTANT PROFESSOR: INTERDISCIPLINARY COLLABORATION IN THE RE-REGISTRATION OF TEACHER EDUCATION PROGRAMS. (2000). Alliance Project, Vanderbilt University (Marsha Lupi, Hunter College, City University of New York) -This paper summarizes interdisciplinary collaboration in a large urban institution. The faculty blended several disciplines to create new courses to ensure that all preservice teachers are prepared to work with students who have disabilities. Full text.
http://www.monarchcenter.org/pdfs/consultant.pdf
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