+ Clinically Rich Teacher Preparation Jean Ann, Anneke McEvoy, Long Peng & Pat Russo School of Education State University of New York at Oswego
Impetus toward Clinically Rich Teacher Preparation November 2010 : 2011 & 2012 NCATE Blue Ribbon Panel Fall 2012 NYSED awards releases eleven graduate & Transforming 2013 NY Education two undergrad Teacher Education Reform Clinically Rich through Clinical August 2013 NYSED Teacher Commission’s Practice. Commissioner Preparation Pilot Putting Students Principle 7: “All John King and CAEP standards First lists clinically Programs (more candidates should NYS Governor approved: rich teacher and than $10 million) have intensive Andrew Cuomo, leader to SUNY, CUNY & #2: Refers directly embedded publicly support private colleges preparation as a to, “clinical clinical school clinically rich as an investment major initiative. experiences of experiences that teacher in the growth of sufficient depth, are structured, preparation clinically rich breadth, diversity, staffed and initiative. teacher coherence, & financed to preparation. duration to ensure support candidate candidates learning and demonstrate student developing achievement.” effectiveness & positive impact on all students’ learning.”
+ Clinically Rich Teacher Preparation Linking Professional Theory & Development Practice Immersion – Field Experience Professional Development for Linking Theory & Practice Mentor Teachers, Teacher Coursework occurs concurrently Candidates, Supervisors & Immersion – Field Experience with field placement Faculty Methods classes informed by Concentrated, continuous time in school experiences (pedagogy the school Mentoring / co-teaching and content pedagogy) Co-teaching models in which APPR / edTPA preparation, delivery, and Field experience supported by Common Core Standards assessment are shared coursework Effective teaching strategies Extensive supervision by mentors, Methods-related classes (special Data-based decision making supervisors, professors education, English language Gradual transition to independent Collaborative problem solving learners, diversity, literacy) teaching
+ Immersion Key Differences between Clinically Rich & Traditional Teacher Preparation Programs Clinically Rich Traditional Teacher Preparation Teacher Preparation a. Two 15-week student teaching Two 7-week student teaching experiences experiences b. Gradual transition to teaching Hurried transition to teaching c. Extensive mentoring & Little mentoring & modeling modeling before teaching before teaching d. Observation co-teaching Little observation teaching teaching independently independently e. Co-planning & co-delivery of Planning & delivery done instructional content mostly by student teachers f. Supported & supervised by Limited support or college professors supervision g. Experience of close to a whole Fragmented experience school year 17
+ Linking Educational Theory & Practice Key Differences between Clinically Rich & Traditional Teacher Preparation Programs Clinically Rich Traditional Teacher Preparation Teacher Preparation a. Take courses concurrently with Take courses before the the immersion experience student teaching experience b. Extensive interactions between Limited interactions mentor teachers & Education professors c. Make it possible to support & Student teachers are mostly on monitor students as they go their own as they go through through immersion student teaching d. Make it possible to link theory Theory is presented before with practice practice
+ Professional Development Key Differences between Clinically Rich & Traditional Teacher Preparation Programs Clinically Rich Traditional Teacher Preparation Teacher Preparation a. Mentors, candidates, supervisors & Mentors may participate in district or faculty participate in regular, ongoing building mandated PD PD b. Mentor teachers know program goals, Mentor teachers have limited structure and requirements knowledge of program goals, structure and requirements c. Mentors participate when supervisor Mentor, supervisor, candidate gives observation feedback on mentor communication is limited and candidate co-teaching d. PD topics directly informed by what is PD topics developed by district or actually happening in school leaders mentor/candidate classrooms e. Professional development provides Mentors and candidates may have little ample opportunity to reflect on time to reflect during 7-week teaching and student achievement with placement candidates and professors over extended time period
+ Clinically Rich Models Undergraduate and Graduate
+TESOL Education Bachelor of Science Fall Junior Year Spring Junior Year Fall Senior Year Spring Senior Year • Block I • Block II • Block III • Block IV • EDU Coursework • EDU Coursework • EDU Coursework • EDU Coursework (7 credits) (10 credits) (7 credits) (6 credits) • A&S Coursework • A&S Coursework • 15-week Full Time • 15-week Full Time School Placement School Placement • 7-week practicum / • 7-week practicum / 7-week student 7-week student teaching (8 credits) teaching (7 credits) Two full-time, full semester immersion experiences Education courses run concurrently with immersion experiences Concurrent monthly professional development & school visits Each candidate spends a full semester each in an elementary classroom & a full semester in a secondary classroom in the Syracuse City School District
+Childhood Education Master of Science Summer I Fall Spring Summer II • EDU Coursework • Methods • Methods & Literacy • EDU Coursework (12 credits) (4 credits) (7 credits) (9 credits) • 7-week field • 7-week field placement: 2-5 days placement: 2-5 days a week / 7-week a week / 7-week student teaching: student teaching: full time (6 credits) full time (6 credits) Candidates transition from part-time to full-time in schools during semester Candidates have a primary (1-3) experience one semester and an intermediate (4-6) another semester Partnered with Syracuse City School District Elementary Schools Courses taught on-site where possible Faculty receive assigned time for ongoing school visits
+ Math, Science or TESOL with SWD (7-12) MAT leading to dual certification Summer I Fall Winter Spring Summer • EDU and SPE • EDU Courses • SPE • SPE Courses • SPE Coursework (6 credits) Coursework (6 credits) Coursework (6 credits) (3 credits) (3 credits) • 20-week Full • 20-week Full • CBO Internship Time Content • Field Time Spec Ed • Field Area Placement Placement Placement Placement Continues Continues • 7-week • 7-week • Rounds model observation / • Rounds model observation / 7-week student • CBO Internship 7-week student teaching • Capstone teaching (6 credits) (1 credit) (6 credits) Full-time, full semester immersion (7 weeks observing, 7 weeks student teaching) Live, synchronous online,& asynchronous online coursework runs concurrent with field placements Professional development around mentoring & co-teaching with regular school visits Partnered with schools across New York State
+ Benefits of Clinically Rich Teacher Preparation For P-12 Students, Teacher Candidates, Mentor Teachers & Education Professors
+ Benefits for P-12 Students Clinically Rich Teacher Preparation provides Higher quality instruction than what traditional teacher preparation can provide More individualized instruction and support from two trained adults (mentor teacher and candidate) More exposure to latest research-based methods and techniques Increased opportunities to learn about college and career ready skills from teacher candidates Opportunity to observe and participate in instructional collaboration and co-teaching in action
+ Benefits for Teacher Candidates Clinically Rich Teacher Preparation provides Focused attention on pedagogical practices, curriculum planning, and other educational issues Ongoing support within cohort group, from methods professor, and student teaching supervisor Opportunities to learn about co-teaching and mentoring relationship Increased opportunity to learn about school policies, activities, routines, culture Increased opportunity to learn about and develop relationships with students Authentic, long-term opportunity to work with instructional and classroom management strategies Opportunity to be socialized to think like a teacher Extra time allows for more experimentation and supported trial and error
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