Transcript Learning Team Buffet - Michigan State University

Learning
Team Buffet
Monday, March 29, 2004
12:45 PM Lunch
Special of the Day - Teacher Preparation
Learning Team Buffet
Dinner Bell Your Hostess will be
Stephanie
The Menu Please!
Jan
Learning Team Buffet
Servers for the Afternoon will be:
Darryl
Stephanie
Rosalyn
Jeff
Rosanna
Jan
Features of Today’s Buffet
To Whet Your Appetite-Darryl
The Soup and Salad Bar
Teacher Preparation Requirements in Michigan-Stephanie
University and National Perspective-Rosalyn
Induction and School District Perspective-Jan
The Main Buffet – Expert Panel-Darryl
Break
A Second Serving
New Teacher Perspective-A Survey-Rosanna
Research and Policy Implications-Jeff
Sweet Success (Dessert)
Promising Programs and Practices-Jeff and Darryl
The Check Please-Wrap-up
Evaluation, Doggie Bags and Dinner Mints-Stephanie
To Whet Your Appetite
Darryl
Soup and Salad Bar
Teacher Preparation Requirements
StephanieMichigan
Perspective
Rosalyn-University
and National
Perspective
Jan-School and
District Perspective
Michigan Perspective
Stephanie
All persons seeking
Teacher Certification at
one of Michigan’s 32
premier teacher
preparation institutions
follow a similar path. The
journey begins with the
candidate for
certification being
admitted into an
elementary or secondary
teacher preparation
program where they will
complete a major and
minor or three minors in
their chosen
subject/endorsement
areas.
Michigan Perspective
Stephanie
Upon successful completion of their course work, and
the passing of the basic skills component of the
Michigan Test for Teacher Certification (MTTC), the
candidate is placed in a school for the completion of
student teaching. It is during the student teaching, that
the candidate begins to learn the reality of their craft.
After the candidate completes the university’s teacher
preparation program (including student teaching) and
passing the subject/endorsement area components of
the MTTC, the university will send the recommendation
for certification to the Michigan Department of
Education. A bill is sent to the candidate and once
payment is received a certificate is issued and VOILA, a
teacher is certified.
Teacher Preparation
A National Perspective
By 1985, Quality
Assurances Were
Implemented
Eight policy embedded
events have impacted
how teachers are
prepared.
Teacher Preparation
A National Perspective
1.
Curriculum standards. National Professional
associations developed curriculum standards.
(About 1985)
2.
Advanced teacher certification. This was
developed by the National Board for
Professional Teaching Standards (Board formed
in 1987)
3.
State-licensing standards. California and
Connecticut, using NBPTS as a guide, launched
an initiative to create a state-licensing system
known as the Interstate New Teacher
Assessment and Support Consortium. (Formed
in approximately 1988.)
Teacher Preparation
A National Perspective
4. Accreditation processes linked with states. (198889). Accreditation organizations are NCATE
(founded in 1954) & TEAC founded in 1997).
5. Professional development schools. (PDS).
Partnerships between teacher preparation
programs and a P-12 schools took hold in the late
1980s.
6. Alignment of standards for accreditation, initial
licensing, and advanced certification. In 1995,
NCATE, INTASC AND NBPTS began this
alignment process.
Teacher Preparation
A National Perspective
7.
Professional state standards boards. (1990)
These boards (Not to be confused with state
boards) are made-up of educators and are
charged with establishing and implementing
standards for teacher licensing.
8.
No Child Left Behind (NCLB). NCLB legislation
was signed into law on January 8, 2002 by the
President.
School and District Perspective
Jan
School and District Perspective
Jan
Teacher Induction ~ The Recipe for Success:
Retention! Retention! Retention!
Induction = Preparing, Supporting and Retaining
Shared Responsibility – University & District
School and District Perspective
Jan
MI Teacher Mentoring Guidelines:
PA 335(1993) as amended by PA 289
(1995) Section 1526
Requires that all new classroom teachers
for the first three years of classroom
teaching to be mentored by one or more
master teachers.
And 15 days of intensive professional
development (in addition to the 5 days
required each year for all teachers)
School and District Perspective
Jan
Teacher Induction Programs – Research shows
the key elements for success are:
Comprehensive Orientation
Mentoring
Staff Development
THE MAIN BUFFET
Expert Panel
Susanne Chandler-University Perspective
Patricia Vandelinder-District Mentoring Perspective
Sara Romano-New Teacher Perspective
Elaine Allen Karls-Urban Teacher Perspective
Mara Lud-Principal’s Perspective
BREAK!!!
15 Minutes
A Second Serving
Research and
Policy ImplicationsJeff
New Teacher
Survey-Rosanna
Research and Policy Implications
What Does the Research Say?
Question 1: To what extent does knowledge contribute to the
effectiveness of a teacher?
Question 2: To what extent does pedagogical coursework
contribute to a teacher’s effectiveness?
Question 3: To what extent does high-quality field experience
prior to certification contribute to a teacher’s effectiveness?
Question 4: Are there “alternative route” programs that
graduate high percentages of effective new teachers with
average or higher-than-average rates of teacher retention?
Research and Policy
Implications
Question 5: Are there any teacher preparation strategies that
are likely to increase the effectiveness of new teachers in hardto-staff and low-performing schools?
Question 6: Is setting more stringent teacher preparation
program entrance requirements, or conducting more selective
screening of program candidates, likely to ensure that
prospective teachers will be more effective?
Question 7: Does the accreditation of teacher preparation
programs contribute significantly to the likelihood their
graduates will be effective and will remain in the classroom?
Question 8: Do institutional warranties for new teachers
contribute to the likelihood that recent graduates of those
institutions will be effective?
New Teacher Survey
54 surveys returned
12 school districts, one out of Michigan
Dansville
Lansing
Williamston
Lansing Catholic
Oxford
Washtenaw
2
2
1
1
1
1
East Lansing
Detroit
Eaton Rapids
DeWitt
Grand Rapids
Hernando
3
35
5
1
1
1
17 different Universities attended for Teacher Training
Wayne State
Oakland
Grand Valley
Alma
Oakland
Bowling Green
Lagos Nigeria
ASU
Olivet
20
5
4
1
1
1
1
1
1
MSU
U of M
EMU
WMU
St. Leo Univ.
National Louis
Marygrove
CMU
7
4
2
1
1
1
1
1
New Teacher Survey
18 surveys indicated teaching as a second career
Age
From 22 years old to 61 years old
Average - 36 years
50 percent were between 22 years and 37 years old
Gender
41 females
13 males
Degrees
77 percent had Bachelor degrees
22 percent had Master degrees
1 percent still pursuing a degree
Years Teaching
3.8 percent less than one year
50.9 percent less than 2 years
83.0 percent less than 5.5 years
98 percent less than 17 years
1 percent at 23 years
Note: Although the survey was designed for teachers with less than five
years, teachers indicated “teaching” as years working with children as aides,
in pre-school situations etc.
New Teacher Survey
Grade Level Currently Teaching
The range was from K through 8th grade.
52.2 percent were teaching in grades K-3
47.8 percent were teaching in grades 4 – 8
Teaching in the Major
5.6 per cent did not respond
20.4 per cent selected no
74.0 per cent selected yes
Teacher Training Program
16 did not respond
5 were in an alternative program
1 in both traditional and non-traditional
32 in a traditional
Question Responses
1.
Did courses in your subject area (e.g. mathematics, reading, science,
social studies) contribute to your effectiveness as a teacher? Why or
why not?
Blank
3.7 percent
No
14.8 percent
Yes
81.5 percent
2.
To what extend did pedagogical (methods) courses contribute to your
effectiveness as a teacher?
Average 35.2 percent
Blank
9.3 percent
High
38.9 percent
Low
16.7 percent
3.
To what extent did your field experience prior to certification contribute to
your effectiveness?
Average 29.6 percent
Blank
11.1 percent
High
40.7 percent
Low
14.8 percent
N/A
3.7 percent
Question Responses
4. What teacher preparation strategies increased your effectiveness in urban
and/or low performing schools?
Blank
Communication
Classroom Mtg.
Field Exp.
Methods
N/A
Theory
14.8 percent
7.4 percent
31.5 percent
11.1 percent
11.1 percent
13.0 percent
11.1 percent
5. Reflecting on your pre-service training, do you think more stringent teacher
preparation entrance requirements or more selective screening of program
candidates would likely ensure that prospective teachers would be more
effective?
Blank
Entry
Neither
N/A
Selective Screen
20.4 percent
11.1 percent
48.1 percent
1.9 percent
18.5 percent
6. Does the accreditation of teacher preparation programs contribute
significantly to the likelihood of your effectiveness and assist you in
remaining a classroom teacher?
Blank
Don’t Know
No
N/A
Yes
20.4 percent
1.9 percent
38.9 percent
3.7 percent
35.2 percent
Question Responses
7. Should universities be held accountable for students to do well on
licensure examinations?
Blank
9.3 percent
No
46.3 percent
Yes
44.4 percent
8. Should universities be held accountable for guaranteeing teacher
effectiveness in the classroom?
Blank
13.0 percent
No
55.6 percent
Yes
31.5 percent
9. Briefly describe the role that on-going staff development by your
district has assisted you in being an effective teacher.
Blank
16.7 percent
Hasn’t helped
33.3 percent
N/A
3.7 percent
Yes
46.3 percent
“Variation in Teacher Preparation: How Well Do Different
Pathways Prepare Teachers to Teach?”
Linda Darling-Hammond, Ruth Chung and Fred Frelow
Journal of Teacher Education, September/October 2002
Results from research of nearly 3000 New York City teachers in 1998.
Perceptions of teacher preparedness may or may not be related to
their actual teaching abilities and effectiveness. It may depend on
both individual differences and contextual differences such as the
kind of school where a teacher begins teaching, whether the
teacher is working in their major area, what kinds of supports are
available
Teacher’s rating of their overall preparedness is significantly related
to their sense of efficacy about whether they are able to make a
difference in student learning. Teacher who felt better prepared
were significantly more likely to believe they could reach all
children, handle problems in the classroom, teach all students to
high levels and make a difference in the lives of their students.
Those who felt under-prepared were significantly more likely to feel
uncertain about how to teach some of their students and more likely
to believe that students’ peers and home environment influence
learning more than teachers do.
“Problems of Beginning Teachers: Comparing Graduates of
Bachelor’s and Master’s Level Teacher Preparation Programs”
Susan I. Kent
The Teacher Educator Spring 2000
This study compares classroom problems of novice teachers
who had completed either a traditional baccalaureate or 1year graduate level preparation program. The results
indicate that graduates from the 1-year program are no more
likely to encounter problems in their first years of teaching
than graduates of the traditional 4-year program.
There were three most frequently shared problems from both
groups. (a) having adequate time for planning and
preparation (b) having every student work up to his or her
ability; and (c) providing for individual learning differences.
Comments from New Teacher Survey
Coursework helped me. They provided me with a good understanding of
what elementary children need to learn.
Methods courses did not prepare me for behavior problems that I face with
my students.
They taught us how to prepare a lesson thoroughly but the weakness was
how to address the needs of all students within the lesson, how to reach
them, what realistic expectations to have, how to evaluate and adjust the
lesson. Lessons in real urban classrooms were glossed over in methods
class.
Methods courses helped me define the “who” I am as a teacher, my
philosophy, approach and methods used to explore and teach by.
I think prospective teachers need more one on one attention from field
supervisors.
Student teaching did not prepare me for parental interactions or lack of
parental support.
As a participant in an alternative program I went straight into a classroom
without any field experience. A mentor was supposed to be assigned to me,
I had none. I was mostly isolated and alienated in my classroom. With the
traditional process, I believe I would have had an idea of how things
generally work in a school. I had enough theory but not enough training in
the reality of the classroom. There is not enough done to prepare a teacher
for a classroom, from classroom management to the ability to effectively
assess and evaluate student learning. Coaches, mentors, support groups
were not there as I believe in traditional programs.
Comments from New Teacher Survey
Student teaching provided little experience, being in the classroom over time
has developed my effectiveness.
I feel that field experience is very valuable. More exposure to urban settings is
needed.
For me, the non-traditional program was wonderful. I had prior experience
working with children and this was an ideal way to quickly be certified.
Teachers need to understand about special education, dysfunctional family
styles, pressures on students beyond average peer pressure, and challenges
of living in and out of home placements.
Teachers need more training in understanding and using technology in record
keeping and evaluating students.
There are always going to be a few people who don’t make good teachers. I
believe the key is in selecting personnel, advisors, mentors, coaches that are
truly motivated to see “their students” succeed and evaluate their
effectiveness.
I think students not universities need to be accountable for their own success
on exams.
Accreditation does not contribute to my effectiveness. You either have a gift
for teaching or you don’t. No amount of training or education can overcome
the lack of this gift.
I want to be effective for personal reasons.
Universities should be help accountable, but they are not the only contributor
to teacher success.
Yes universities should assist with licensure examinations, but no, for
guaranteeing teacher effectiveness, there are no guarantees in this business.
Comments from New Teacher Survey
It’s not the responsibility of the universities, it’s up to the student. However,
universities need to keep up to date on what classes and information potential
teachers will need.
An examination for licensure does not insure my capability as a teacher, only
that I can pass a multiple-choice test.
Staff development days are no help. They always seem to be trying to sell
something. Would love to have more about useful classroom management
strategies
Districts need to provide more classroom management training whether we
believe we need it or not
Most workshops provided by the district have been helpful.
I think teachers need more support once they start teaching.
Districts need to survey beginning teachers to find out what they need.
We have a team setting between the colleagues at my school and that helps to
create relationships which we can share ideas and resources.
The district has not provided assistance. We are bombarded daily and there is
never any solutions to any of these problems that our students, school, district
leaders face in teaching in an urban school. We are continually asked to do
more without any resources or help. There is not enough support.
The district professional development is good, but does not meet the basic
needs I have as a new teacher. I am overwhelmed.
Districts need teachers helping teacher’s workshops.
Sweet Success
Promising Programs and Practices
Darryl and Jeff
Promising Programs and
Practices
PRESERVICE
Conceptual
Coherence
Purposeful
Integrated Field
Experience
Attention to
Teachers as
Learners
INDUCTION
INSERVICE
Serious Talk as a Medium
of Professional
Development
Developmental
Professional
Stance, Timeframe,
Communities
Curriculum
of Practice
Appropriate
Assignment
Integrating
Assistance and
Assessment
Strong
Mentoring
Component
Partnership
and
Collaboration
Grounded in the
Particulars of teaching
and Learning
MSU’s Promising Program
School faculty are establishing a twoyear support program available to MSU
graduates during the first years of their
teaching careers.
The MSU TNE program makes
content and context central. Faculty
and K-12 teachers will develop
standards for what teachers need to
know and be able to do, including
knowledge about subject matter,
students and school contexts.
At the end of five years, MSU’s
university-wide teacher education
program will be preparing teachers
whoa re more knowledgeable and
skilled in their subject areas, better
able to teach their subject to diverse
learners, and more proficient in using
assessment information to guide their
teaching. Our experiences and results
will serve as a model of teacher
education reform for other programs
and institutions.
Specifically, MSU’s Teachers for a New
Era Initiative will lead to significant
innovation in five areas of teacher
preparation:
•New or revised content courses in
literacy, English, mathematics, the social
sciences and the sciences that blend
deep subject matter knowledge with best
teaching practice and a focus on student
learning
•Education coursework and teacher
education field experiences that
emphasize content preparation and skills
for teaching in diverse environments
•A new two-year support or “induction”
program for MSU graduates who are
beginning teachers
•A major emphasis on preparing teachers
for urban schools and attracting
individuals from underrepresented groups
into the teaching profession
•Consistent use of proven methods of
assessment to strengthen the entire MSU
teacher education program and evaluate
its effectiveness
The Check Please!
Evaluation!
Doggie Bags and Dinner Mints
Stephanie
Thank You, Please Respond Below!
Servers: Jan, Rosanna, Rosalyn, Stephanie, Jeff and Darryl
Date: 3/29/04
Content and Information
Which course did you find most interesting? Which course would you recommend to
a friend?
You would like another helping of: (What do you need to know more about?)
What will you do as a result of this session?
Additional comments are appreciated!