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Teacher Education in the United States

Mary Ariail, Ph.D. Department of Middle and Secondary Education College of Education Georgia State University Atlanta, GA mariail@gsu.edu. Teacher Education in the United States. Georgia State University. THE UNITED STATES. GSU Atlanta. GEORGIA.

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Teacher Education in the United States

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  1. Mary Ariail, Ph.D. Department of Middle and Secondary Education College of Education Georgia State University Atlanta, GA mariail@gsu.edu Teacher Educationin the United States

  2. Georgia State University

  3. THE UNITED STATES GSU Atlanta GEORGIA

  4. Teacher Preparation in the United States • The future of teacher preparation in the United States; the Obama plan for education • Teacher preparation in Georgia • ITP (Initial Teacher Preparation) programs in Department of Middle and Secondary Education at Georgia State University • Overview of one 4-year program (BSE MLE) • Implications for teacher education

  5. Teacher Education in the United States Current status and future trends Historically, decisions about education have been left to the 50 states. President George W. Bush – 2001: No Child Left Behind (NCLB); tied federal funding to state compliance with standard-setting and measurable goals 2008: Obama administration inherited legacy of NCLB Both administrations support increased national standardization (e.g., common core standards, edTPA) Compliance from states is now driven by Race To The Top R2T funding ($4.35 billion)

  6. Georgia is a Race to the Top State Received $4,000,000 in federal funding to improve teacher education

  7. Initial Teacher Preparation Programs (ITP) Middle and Secondary EducationGeorgia State University • Programs • 1 Undergraduate (BSE) in Middle Level Education • 1 Undergraduate program for Physics majors in College of Arts & Sciences (BS Physics) • 7 graduate programs on campus (MAT) • 1 graduate program online (MAT) • Total of 10 programs and approximately 180 ITP students in this department; 800 across the College of Education

  8. Middle and Secondary Education UNDERGRADUATE BSE (4-8) • Concentrations (2) • Reading • Language Arts • Mathematics • Science • Social Studies BS Physics (6-12) GRADUATE MAT • English (6-12) • Mathematics (6-12) • Science (6-12) • Social Studies (6-12) • Middle LA/SS (4-8) • Middle MA/SC (4-8) • ESOL (PK-12) • ESOL (PK-12) online

  9. Initial Teacher Preparation (ITP) ProgramsUndergraduate Programs • Undergraduate - Bachelor of Science in Education (BSE) • Certification to teach grades 4-8 • Students select 2 concentrations: Reading, Language Arts, Mathematics, Science, and Social Studies • Undergraduate – Bachelor of Science (BS) in Physics • Certification to teach grades 6-12 • Degree is held in the College of Arts & Sciences • Concentration in Education

  10. Initial Teacher Preparation (ITP) ProgramsGraduate Programs • Graduate – Master of Arts in Teaching (MAT) • Secondary • Certification to teach grades 6-12 • English, Mathematics, Science, Social Studies • Middle Level • Certification to teach grades 4-8 • Concentrations in Lang.Arts/Soc Studies or Math/Science • ESOL (English to Speakers of Other Languages) • Certification to teach grades PK-12 • Parallel online program (separate but equal)

  11. Overview of BSE 4-year Undergraduate Program • Areas A-E: Undergraduate core (years 1 &2) • Area F: Preteaching (year 2: 2nd semester) • Area G.1: Content concentrations (year 3: 1st semester) Admission to Teacher Education • Area G.2: Core Knowledge for Middle Childhood Education (year 3, 2nd semester) • Area G.3: Pedagogical Knowledge (year 4: 1st semester) • Area H: Student Teaching (year 4: 2nd semester)

  12. Undergraduate Requirements for Admission to Teacher Education • 2.5+ GPA (grade point average) • Passing scores on the GACE Program Admission Test (may be exempted with high SAT scores) • Completion of an online criminal background check • Completion of liability insurance form • Successful interview with program faculty

  13. Program CourseworkSemester 1 after Admission to Teacher Education Area G.2: Core Knowledge for Middle Childhood Education (12 hours) (year 3, 2nd semester) • EDCI 3200: Organization and Instruction of the Middle Grades Curriculum (3) • EDCI 3220: Understanding and Supporting Middle School Learners (3) • IT 3210: Teaching, Learning & Technology Integration (3) • EXC 4020: Characteristics and Instructional Strategies for Students with Disabilities (3)

  14. Undergraduate CourseworkSemester 2 after Admission to Teacher Education Area G.3: Core Knowledge for Middle Childhood Education (12 hours) (year 4, 1st semester) • EDCI 4600: Practicum I (16 hours/week in schools) • EDRD 4600: Reading and Writing in the Content Areas (3) • Two “Concepts and Methods” courses in two selected concentration areas (6): • EDLA 4400: Language Arts (3) • EDMT 4460: Mathematics (3) • EDRD 4450: Reading (3) • EDSC 4470: Science (3) • EDSS 4480: Social Studies (3)

  15. Typical Schedule for Practicum Semester (G.3) • Equivalent of 2 full days per week (16 hours/week) • 4th or 5th grade classroom: 4 weeks, beginning in August • 6-8th grade classroom: 10 weeks, September-December • Afternoon and evening coursework (Monday-Thursday): • Reading/Writing Across the Curriculum • 2 methods courses • 1 additional content course

  16. Undergraduate CourseworkSemester 3 after Admission to Teacher Education Area H: Student Teaching (12 hr) (year 4, 2nd semester) • EDCI 4700: Student Teaching (40 hr/week in schools plus (1) written assignments, (2) successful observations and (3) evaluations of professional behavior and dispositions) (9) • EDCI 4640: Critical Issues in Middle Grades Education (3) • May take one additional course, if needed

  17. Typical Schedule for Student Teaching Semester Note: Including observation hours in pre-teaching courses, teacher candidates spend more than than 800 contact hours in school settings by the end of program. • Full-time placement in one classroom: Monday-Friday, 40 hours per week, approximately 15 weeks • Evening coursework: • Critical issues in Middle Grades Education • 1 additional content course, if needed

  18. Major Assignments for Practicum and Student Teaching Observations of numerous classrooms Detailed lesson plans Gradual increase in teaching responsibilities (individual, small group, whole class) edTPA: planning, instruction, assessment, videos of teaching Reflections on learning

  19. Additional Program Requirements • Successful completion of all coursework with a B (84) or higher in all courses in Areas G.2, G.3, and H • Passing score on program portfolio Additional Certification Requirements • Passing score on GACE Content Exam • Passing score on edTPA (beginning fall 2015)

  20. Key Components of the edTPA A nationally available performance assessment of readiness to teach Three major components: Planning, Instruction, Assessment Teacher candidates prepare, teach, and analyze 3-5 consecutive lessons. Artifacts, including videos of teaching are submitted online to external reviewers. Passing score required for students to receive induction certificate for teaching

  21. Graduate Program (MAT Degree)Admission Requirements • Undergraduate degree (or equivalent) in content area • 2.5 GPA • Passing score or exemption on GACE Program Admission Assessment • Official score on GRE • 2 letters of recommendation • Goal statement/writing sample

  22. Major Implications for Teacher Preparation Programs • More government control over program requirements • Must teach common core standards • New certification requirements • edTPA performance assessment • More accountability for student achievement at all levels (including higher education) • Increased linking of student achievement to teaching effectiveness of program graduates • Use of federal funding to leverage compliance at state level; more government intervention and less state autonomy

  23. Contact Information Dr. Mary Ariail Associate Chair, Department of Middle and Secondary Education Georgia State University mariail@gsu.edu (404) 413-8382

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