Abstract
The following research project details the work of three faculty members who worked collaboratively on program improvement. After seeing and hearing anecdotal evidence of graduates' success in the classroom, the researchers sought to formalize this information by surveying recent graduates and interviewing principals of elementary schools in which these beginning teachers worked. Using the Danielson's Framework for Teaching as adapted for Kentucky (Kentucky Framework for Teaching) as a frame for analyses, the authors mapped survey and interview data to determine perceived areas of strength and growth of the beginning teachers then determined content and experiences that could be added or amended in the elementary teacher preparation program.
TopBackground
The call for change in the professional preparation of teachers seeking initial certification has permeated the professional literature in education for decades. Goodlad (1990) stressed the need for “simultaneous renewal” in teacher preparation programs and schools, and differentiated the concept of renewal from the other commonly used terms of reform and reconstruction. Renewal has the added connotation of ongoing or continuous. Various scholars as well as universities and colleges involved in the preparation of teachers embraced the notion for renewal and embarked on the development and implementation of various models to accomplish the mission. The thrust of these endeavors focused on better preparation of teacher candidates to meet the realities of public schools as well as the improvement of public schools. Institutions of higher education sought to assist teacher candidates to integrate the “what could be” with “what is” – the possibility with the reality; the hope was to bridge the gap between what some labeled theory and practice.
Key Terms in this Chapter
Teacher Induction: Support mechanism used within the state of Kentucky for beginning teachers (less than three years of experience)
Dispositions: The principles or standards that underpin a teacher’s success in the classroom. They are the values, commitments, and professional ethics that govern how a teacher acts with students, families, colleagues, and communities.
High Leverage Practices (HLPs): Instructional approaches educators in K–12 can use to teach different types of learners and content. First developed by TeachingWorks at the University of Michigan, HLPs are identified for general education and special education.
Professional Learning Community (PLC): A group of school-based professionals who focus together on learning or improving a teaching concept or skill; may be school-wide or a small group; often involves an intense study of a professional book.
Universal Design for Learning (UDL): A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Professional Growth Plan (PGP): A clearly articulated plan, usually in writing, aimed at addressing teacher growth areas; usually informed by both teacher self-reflection and evaluation from others.
Measure of Academic Progress (MAP): The math and literacy assessment used in the school district where the Teacher Behavior Project took place.
Embedded Models: Provides opportunities for teacher candidates to apply their learning in classrooms, under the supervision of the university professor.
Professional Development School (PDS): School-university collaborations designed to prepare future teachers, provide current educators with ongoing professional development, encourage joint school-university faculty investigation of education-related issues, and promote the learning of P-12 students.