College Prep Unit 2: Equations and Inequalities College Prep
Teacher Prep Reform - sreb.org
Transcript of Teacher Prep Reform - sreb.org
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Teacher Prep Reform:One Dean’s Perspective
Dr. Scott Ridley
Dean, College of Education
TEXAS TECH UNIVERSITY
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I got to go home and continue the work
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Carnegie Classification Research I
National Reputation TOP 20 for Teach PrepTOP 10 for EdD in HIED and PhD in C&ITOP 10 for M.Ed in SPE
USPREP National Center One of only three national centers,the only university center in U.S.
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U.S.PREPNational Center
U n i v e r s i t y - S c h o o l P a r t n e r s h i p s f o r t h e R e n e w a l o f E d u c a t o r P r e p a r a t i o n
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• Texas Tech University & Lubbock ISD
• University of North Texas-Dallas & Dallas ISD
• University of Houston & Houston ISD
• Southeastern Louisiana University & Ascension /St. Charles Parish Schools /Tangipahoa Parish Schools
• Jackson State University & Jackson Public Schools
• University of Memphis & Shelby County Schools • 580,000 K-12 Students• 87% Students-of-Color• Essentially All Students on FRPL• Up to 38% Census Poverty
USPREP PROVIDERSAND THE MARKETS AND CHILDREN THEY SERVE
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OUTCOMES MEASURES
1) Teach effectively TAP Rubric
2) Engage/inspire K-12 students Student Attitudinal Measure
3) Increase student achievement District Achievement Data
HOW?Shaping of teacher
candidates’ teachingskill competencies in apartner district school
immersion context
School-basedTTU clinical coach:Site Coordinator in
Partner District
Teacher candidateself-reflection
through technology WHAT?
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US PREP
USPREP FINAL COUNTDOWN
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Success is not Guaranteed
Space Shuttle Challenger - 1986
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We are all about to be strapped to the U.S.PREP Rocket
• More than just another grant (Mission Critical)
• The Expectations are HIGH
• We are holding the FLAG for universities & publicschools
And WE are the underdogs
IF YOU DON’T “FEEL IT,”
THIS WOULD BE A GOOD TIME TO STEP AWAY
READY FOR LAUNCH? PUSH THE EJECT BUTTON?
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THE RIGHT STUFF
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WE DID A LOT OF VETTING…..and, in accepting this mission, you committed (MOU) to:
• Implement the USPREP Outcomes & Indicators• Fully Scale the Teacher Prep Reforms• Sharing & transparency of data• Contribute to the Innovation Pilots
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A L L H A N D S O N D E C K
U.S.PREP
PRESIDENTS SUPERINTENDENTS
PROVOSTS DEANS
AND THEIR PEOPLE
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It’s Going to be Difficult Work• The field hasn’t agreed
• Debate on how to evaluate teachers• No agreement on what new teachers should be
able to do on DAY ONE of teaching
• Universities and Schools have notstrongly aligned
• In the absence of outcome evidence,QUESTIONS:
• Should universities really spend significant timein partnership with school districts??
• Is a year-long student teaching reallynecessary??
• Should all teacher prep programs be Masters-with-Certification Residency programs??
Therefore,• There will be discordant voices &
resistance
• Reform will be time consuming &place significant demand onresources
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Surviving the Cycle of Teacher Prep Transformation
Excitement of innovation & investment
Reinforced but Selective number ofexhausted reformers unhappy & loud Faculty
Slow return of Studentsenrollment, unhappyStudents more with increasedpositive (JOBS) expectations
SUPER STRONG support Drop in enrollment;By School Districts Unhappy Central Admin
Strong reviews by CAEP& the “Inspectorate”
STEP 5
STEP 7
STEP 1
STEP 4
STEP 3
STEP 2
STEP 6
THE CYCLE
OFTRANSFORMATION
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I know, I sound like
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Maybe this will help you to understand why it is so difficult tolead teacher prep reform in higher education
that prepares over 80% of new teachers
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Early Innovator
THANKS to the influence of school-university partnership
It was school-university partnership work that motivated reform at ASU
Osborn PDS Teacher Preparation Program
School-University PartnershipDistrict Immersion – Site Coordinator
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MIDDLE MAN: A teacher prep “in the trenches” practitioner-reform-leader-dean who also understands and values good research
WISH LIST1) HELP CLARIFY THE NON-NEGOTIABLES: What new teachers should know and be able to do on DAY
ONE of their teaching career. Main source: School Districts
2) ONCE the non-negotiables are decided, DON’T MAKE EXCEPTIONS
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What’s at Stake?Teacher Effectiveness is Highly Variable
-52.89
-30.55
24.21
47.62
-60 -40 -20 0 20 40 60
Days of Student Learning in Comparisonto Teachers at the 50th Percentile
Elementary Mathematics Teacher Effectiveness inNorth Carolina
90th percentile 75th percentile 25th percentile 10th percentile
Teachers are the most influentialschool-based resource affectingeducational achievement
Students with teachers at 90th
percentile have the equivalent of100 more days of schooling thanstudents with teachers at the10th percentile.
Gary T. Henry, Vanderbilt University
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MIDDLE MAN: A teacher prep “in the trenches” practitioner-reform-leader-dean who also understands and values good research
WISH LIST1) HELP CLARIFY THE NON-NEGOTIABLES: What new teachers should know and be able to do on
DAY ONE of their teaching career. Main source: School Districts
2) ONCE the non-negotiables are decided, DON’T MAKE EXCEPTIONS
3) FOCUS ON THE NON-NEGOTIABLES OUTCOMES and help end state compliance mandates (howmany weeks of student teaching, how many observations) that frequently are not maintained foremergency hires. Let EPPs figure out how to get teacher candidates ready for the DAY ONE NON-NEGOTIABLES. If EPPs fail, close them
4) HELP PROVIDE RECOGNITION AND INCENTIVES FOR EPPS THAT PRODUCE EXEMPLARY NEWTEACHERS, especially for districts serving children of color living in poverty – America’s fastest growingdemographic and future majority
5) HELP PROVIDE FUNDING FOR TEACHER PREP RESEARCH AROUND A TARGETED REFORM AGENDA
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Please invest a ridiculousamount of thought, energy andaction in teacher prep reformduring this SREB Commission
The stakes truly are high and our opportunity window for action is narrow
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EPPs cannot wait ten years for abody of research to begin
reform, the stakes are high
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This is what failure looks like
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Let’s Get to Work!
Thank You