Transcript The Charge, the Challenge, and the Change: Monitoring and Responding to State and National Reform Initiatives PREMIER POINTS POINTS OF DISTINCTION ASPIRATIONAL POINTS SIGNATURE PROGRAMS UNIVERSITY OF NORTHERN IOWA TEACHER EDUCATION COLLEGE.

The Charge, the
Challenge, and
the Change:
Monitoring and Responding
to State and National
Reform Initiatives
PREMIER POINTS
POINTS OF DISTINCTION
ASPIRATIONAL POINTS
SIGNATURE PROGRAMS
UNIVERSITY OF NORTHERN IOWA
TEACHER EDUCATION
COLLEGE OF EDUCATION
To educate, serve, and
lead
GOAL 3: LEAD THE STATE AND NATION IN PRE K12 EDUCATION
G3.Objective 1 – Focus educator-preparation
programs on developing 21st century leader
practitioners at all levels
G3.O1.S1 – Recruit, develop and retain nationally
recognized faculty
G3.O1.S2 – Collaborate with the Iowa Department
of Education to develop a research and
development school as a leading demonstration
site for innovative evidence-based practice
G3.O1.S3 – Re-examine and adapt educatorpreparation programs, formal and non-formal,
focusing on 21st century skills and knowledge, and
the use of technology
GOAL 3: LEAD THE STATE AND NATION IN PRE K12 EDUCATION
G3.Objective 2 – Expand the ownership of
educator preparation to the entire university
community
G3.O2.S1 – Redefine the role of the Teacher
Education Office, especially its university-wide
responsibilities for educator-preparation programs
G3.O2.S2 – Redefine the role of the Council of
Teacher Education as the leading governance body
for university-wide educator preparation
G3.O2.S3 – Promote integration of: the liberal arts,
the professional education sequence, educatorpreparation majors and minors, and field
experiences
GOAL 3: LEAD THE STATE AND NATION IN PRE K12 EDUCATION
G3.Objective 3 – Expand and improve the
network of external partners involved in
educator-preparation programs
G3.O3.S1 – Establish additional professionaldevelopment partnerships with school districts
G3.O3.S2. Expand the use of advisory board
networks
G3.O3.S3 – Ensure a wide range of diverse field
experiences for educator preparation students
G3.O3.S4 – Recognize and support external
professional partnerships to promote exemplary
teaching, research, scholarship, creative activity
and engagement
Diversity Statement
The College of Education promotes education, service
and leadership and their effects on the next
generation. The core values in which we predicate the
work that we do are diversity, engagement, leadership,
transformation, and service-community outreach. We
are a college of diverse ideas, perspectives and
intellectual pursuits. We strive to become a college
that is representative of diverse people with
dispositional stances that embrace all people
regardless of race, ethnicity, national origin, gender,
sexual orientation, religion, age or ability. In the
college, people will be treated with dignity and respect
as human beings. Ignorance, bigotry, and harassment
will not be accepted.
GOAL 1
Lead the state and nation by
developing highly effective
professionals prepared to
educate, serve, and lead
future generations.
GOAL 2
Faculty will distinguish
themselves by engaging
in creative and
intellectually rigorous
teaching, scholarship, and
service.
GOAL 3
Create, maintain, and
enhance a culture that is
characterized by a
proactive commitment to
diversity, collegiality, and
mutual respect.
GOAL 4
Increase resources,
including human, capital,
and informational.
GOAL 5:
Establish and enhance
strong, mutually
beneficial relationships
with external
constituencies.
The Charge: The state report One Unshakable Vision:
World-Class Schools for Iowa and a national report Our
Future, Our Teachers set the charge for the transformation
of teacher preparation.
The State
 Create a statewide teacher
education scholarship program so
more of the brightest students
choose teaching as a career in hardto-staff areas
 Raise the GPA to 3.0 for entry into
the teaching profession
 Improve field-based experiences for
new teachers
 Newly create teacher mentors in all
schools will serve as adjunct faculty
in supervising student teachers
 Expand alternative pathways into
professional education
 Demonstrate content mastery via
assessment
The Nation
 Institutional reporting and state
accountability
 Reform financing of students
preparing to become teachers
 Target support to institutions that
prepare high quality teachers from
diverse backgrounds
One Unshakable Vision:
World-Class Schools for Iowa
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Improve educator recruiting and hiring practices
Attract and support talented educators
Create educator leadership roles
Transformational teacher salary structure
Develop a new faculty accountability system based
upon a meaningful, peer-based evaluation system
where job protection is based upon effectiveness
Free principals to lead
Improve and expand the Iowa Core
Initiate the next generation assessment framework
Ensure third grade literacy
Increase school innovations
Promote Online learning options
End the factory education model and create any time,
anywhere learning
Engage parents and community in a statewide
network
Response Frames
• Responsive – supportive
and affirming
• Proactive – a need to
inform and shape the
discussion, should be at
the table
• Reactive – opposed to the
idea and boldly state
rationale
Premier Points and Signature Programs
1. Diversity
2. Research and Development School
3. Technology – rich teaching and learning
environments
4. Early Childhood Education
5. Elementary Science
6. Literacy Education
7. Place-based Education?
8. Rural Education?
Current and Aspirational Points of Distinction
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8.
Assessment
Community service and outreach
Diversity
Field-based Experiences
Inquiry
Leadership
Literacy
Technology
Template
Strategic Alignment
Description
Charge
Driving Force
Factors to Consider
Resources
 Human
 Capital
 informational
Phi Delta Kappa 2011 Gallup Poll
76% of respondents believe that high achieving
students should be recruited as teachers
Nearly 75% would encourage the brightest
person they have to become teachers
70% of respondents said they have trust and
confidence in the men and women who are
teaching in public schools
67% of respondents said they would like to
have their child become a public school
teacher