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Refining University-Based Teacher Preparation for Enhanced Teacher Quality:

Refining University-Based Teacher Preparation for Enhanced Teacher Quality:. Organizational Improvement Through the Lens of a Texas Consortium Presentation to the Texas Higher Education Coordinating Board, July 19, 2007. Objectives of Presentation.

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Refining University-Based Teacher Preparation for Enhanced Teacher Quality:

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  1. Refining University-Based Teacher Preparation for Enhanced Teacher Quality: Organizational Improvement Through the Lens of a Texas Consortium Presentation to the Texas Higher Education Coordinating Board, July 19, 2007

  2. Objectives of Presentation • Acquaint the THECB with CREATE as a consortium of institutions voluntarily pursuing research-based reform of teacher preparation. • Introduce the THECB to CREATE’s evolving “theory of work” with regard to improving education colleges for optimal results. • Introduce CREATE’s key program strategies to facilitate continuous quality improvement in university-based teacher preparation programs. • Provide an overview of the consortium’s “Performance Analysis and Evaluation System” currently under development.

  3. Center for Research, Evaluation and Advancement of Teacher Education

  4. 31 Colleges of Education…Comprising Texas’ Five Largest University Systems… • Operating Partners • Texas A&M University System • Texas State University System • University of Houston System • University of Texas System • Program Partner • University of North Texas System • Texas Women’s University • North Harris-Montgomery Community College

  5. CREATE’s Funders • Houston Endowment Inc. • Sid W. Richardson Foundation

  6. CREATE’S Mission: To improve the quality and effectiveness of teacher preparation programs in Texas universities through multi-system research and development programs focusing on teacher education practices and the effects of these practices on public school improvement.

  7. Assumptions About Teacher Preparation and Teacher Quality in Texas • Assumption 1:Preparing and retaining an ample supply of highly effective teachers is one of the state’s most critical workforce issues. • Assumption 2: Universities, in conjunction with their respective Colleges of Education, have a vested academic interest in the supply of quality teachers, and play a major leadership role in developing a high quality teacher work force. • Assumption 3: To achieve greater supply and better quality, it will be necessary to expand and refine current systems of university-based teacher preparation. • Assumption 4:Expansion and refinement of current systems will require systematic, measured improvement in the organizational resources, instructional delivery systems and evaluation mechanisms of university-based teacher preparation.

  8. What We Do • Review, analyze & disseminate research on teacher preparation. • Commission Texas-based studies related to teacher preparation. • Develop standards, frameworks, and tools to guide improvements in teacher education programs. • Sponsor professional development to build community and capacity for research and organizational change. • Facilitate school-university partnerships to advance on-going improvements in teacher quality.

  9. Now Under Construction at CREATE Promising Practices • Development of a model for a “School of Professional Education” • Facilitating Research-Based Partnerships with Public Schools (PSRN) • Encouraging Responsive Educational Research • Creating a Performance Reporting System

  10. School of Professional Education:Key Components for Redesign • P-12 Learning as a primary research and development focus • Program based on a sound professional model of teaching which is employed consistently by university faculty • Instructional delivery system that is assessment-centered and feedback-rich • University-wide involvement in both content and pedagogy • Responsive educational research that is actively disseminated and applied

  11. School of Professional Education:Key Components for Redesign • Continuous Quality Improvement based on product and process evaluation • Continuing Professional Development for university faculty engaged in teacher preparation • Active, research-based partnerships with public schools

  12. A Performance Analysis System for Colleges of Education (PACE) • Defining A Proximal Zone of Professional Impact (PZPI) • Descriptive Reports on Schools & Teaching Demographics in Zone • Analytical Reports on University Production, Placement, and Achievement Trends as They Effect the Zone (PACE)

  13. An Important New Professional Study for Teacher Education in Texas • The 2008 Sid Richardson Forum “Reconsidering University-Based Teacher Preparation In Texas: Recommendations for Best Practices for the Twenty-first Century” Sponsored By The Sid W. Richardson Foundation Supported By CREATE and The Aspen Institute Education Program

  14. A Resolve to Make Texas… “America’s Best Work Place for Teachers” Some Fundamental Leadership Opportunities for Texas Universities and Their Colleges of Education Deciding to create “America’s Best Workplace for Educators” Deciding to Lead a Thoughtful Re-Examination of Policy on Teacher Quality Deciding to Collaborate Across Professional and Policy Communities Deciding to Make a Constructive Difference for Teachers and, Through Their Collective Efforts, the Lives of Texas’ Children …Thank you for your leadership!

  15. Center for Research, Evaluation and Advancement of Teacher Education 3232 College Park Drive, Suite 303 The Woodlands, Texas 77385 Phone: 936/273-7661 www.createtx.org

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