Triad Simultaneous Renewal: A Marriage with Teacher Education/Science & Math and PreK-12.

Autor/inn/en	Cole, Donna J.; Ramey, Linda K.; Tomlin, James; Ryan, Charles W.; Swann, Raymond; Sutton, Sherry
Titel	Triad Simultaneous Renewal: A Marriage with Teacher Education/Science & Math and PreK-12.
Quelle	(2000), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; College Faculty; College School Cooperation; Elementary Secondary Education; Higher Education; Mathematics Education; Participative Decision Making; Partnerships in Education; Portfolio Assessment; Preservice Teacher Education; Science Education; State Standards; Student Teacher Evaluation; Student Teachers; Teacher Collaboration; Teacher Competencies; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Hochschulpartnerschaft; Portfoliobeurteilung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerkooperation; Lehrkunst
Abstract	This paper outlines how shared decision making among teacher education faculty, preK-12 educators, and the Science and Mathematics faculty at Wright State University successfully led to the preparation of quality educators. It offers a historical overview of the Wright State redesign efforts, then: examines the university's collaboration for teacher content preparation; clarifies how learned society guidelines and state teacher performance requirements (Praxis III) are integrated into an electronic portfolio template; demonstrates the documentation of content and teaching proficiency via electronic portfolios; and presents the evaluation process used in a multi-faceted renewal project. It describes: the university-school district partnership agreement; the Professional Educator Program (the culmination of the college's efforts to be a collaborative partner in teacher preparation and professional development of K-12 practitioners); lessons learned; experiences using Praxis to evaluate beginning teachers' skills; and the Praxis-based electronic portfolio. The paper also explains the integration of science and mathematics with the Praxis III model. Evidence indicates that the Professional Educator Program is dynamic and enriching for beginning teachers. The interns' Praxis-based electronic portfolios demonstrate teaching proficiency in four crucial domains and visually display their commitment and ability to teach. (Contains 21 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC