From the Tightrope: Designing, Developing, and Delivering an Alternative Teacher Education Model

Autor/in	Yancey, Patty
Titel	From the Tightrope: Designing, Developing, and Delivering an Alternative Teacher Education Model
Quelle	In: Multicultural Education, 14 (2006) 2, S.24-27 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Elementary Education; Credentials; Staff Orientation; Distance Education; Charter Schools; American Indians; Teacher Certification; Preservice Teacher Education; California + Suchen Sie Ihr Suchwort? Elementarunterricht; Studienbuch; Personalberatung; Distance study; Distance learning; Fernunterricht; Charter school; Charter-Schule; American Indian; Indianer; Lehramtsstudiengang; Lehrerausbildung; Kalifornien
Abstract	In the fall of 2003 a number of factors came together to create a fertile environment for developing an alternative, pre-service teacher education model. The overarching goal of the model is to diversify a rural university's credential program(s) by developing and offering alternative paths toward teacher certification within the constraints of a traditional, fifth-year program. The vision of the model was a collaborative effort conceived by two institutions: Humboldt State University's (HSU) School of Education and the East Bay Conservation Corps (EBCC) Elementary Charter School. The partner institutions are located 275 miles away from each other on the northern California coast. HSU, founded in 1914 as a normal school, serves a vast, rural area and enrolls approximately 7,500 students in undergraduate, graduate, and professional programs. Although HSU serves a geographically-diverse region that includes a high concentration of indigenous American Indian tribal communities, the HSU student population is primarily White. In contrast, the EBCC Charter School opened its doors in 2000 in metropolitan Oakland and serves an ethnically and socioeconomically diverse, urban K-5 population of 190 students. In the pilot year (2005-06) of the model's implementation, the HSU Elementary Education Program and EBCC launched a distance teaching internship cohort based at the Elementary Charter School in Oakland. Seven credential candidates are working full-time as interns for the K-5 school year while earning their multiple subject credential through HSU. HSU and EBCC believe that the integration of the interns into the fabric of the school, from the EBCC staff orientation before school starts to the final day of school in June, allows credential candidates more time to experience and begin to make connections between teachers' work, learning, and the organization and politics of schools and school systems. The demographics of EBCC, the educational program, and additional factors such as active parent engagement, comprehensive extended day programs (before and after school), parent/family education, and proactive community relations provide a multi-dimensional and challenging urban placement for pre-service teachers. Combined with the Charter School's educational program, which places academic, artistic, and civic literacy at the core of the curriculum, the school context serves as a unique training ground for the HSU credential candidate. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10