WHAT DO WE KNOW WHAT DO WE KNOW ABOUT THE ABOUT THE

CHARACTERISTICS OF CHARACTERISTICS OF GOOD TEACHER GOOD TEACHER

EDUCATION PROGRAMS?EDUCATION PROGRAMS?KEN ZEICHNERKEN ZEICHNER

UNIVERSITY OF WISCONSIN-UNIVERSITY OF WISCONSIN-MADISONMADISONMAY, 2006MAY, 2006

THE HOPES OF SOMETHE HOPES OF SOME

THAT RESEARCH ON TEACHING THAT RESEARCH ON TEACHING AND TEACHER EDUCATION WILL AND TEACHER EDUCATION WILL BE ABLE TO PROVIDE CLEAR BE ABLE TO PROVIDE CLEAR ANSWERS ABOUT WHAT WE ANSWERS ABOUT WHAT WE SHOULD DO IN TEACHER SHOULD DO IN TEACHER EDUCATION (EVIDENCE-BASED EDUCATION (EVIDENCE-BASED OR RESEARCH-BASED PRACTICE).OR RESEARCH-BASED PRACTICE).

THE INFLUENCE OF THE INFLUENCE OF RESEARCH ON POLICY RESEARCH ON POLICY

AND PRACTICEAND PRACTICE ALTHOUGH RESEARCH CAN MAKE ALTHOUGH RESEARCH CAN MAKE

IMPORTANT CONTRIBUTIONS TO POLICY IMPORTANT CONTRIBUTIONS TO POLICY AND PRACTICE IN TEACHER EDUCATION, AND PRACTICE IN TEACHER EDUCATION, ITS INFLUENCE IS MEDIATED BY MORAL, ITS INFLUENCE IS MEDIATED BY MORAL, ETHICAL, AND POLITICAL ETHICAL, AND POLITICAL CONSIDERATIONS.CONSIDERATIONS.

RESEARCH CAN HELP US THINK ABOUT RESEARCH CAN HELP US THINK ABOUT TEACHER EDUCATION IN USEFUL WAYS, TEACHER EDUCATION IN USEFUL WAYS, BUT IT CANNOT TELL US WHAT TO DO BUT IT CANNOT TELL US WHAT TO DO EVEN UNDER THE BEST OF EVEN UNDER THE BEST OF CIRCUMSTANCES.CIRCUMSTANCES.

JOHN GOODLAD, 1990JOHN GOODLAD, 1990

CONDITIONS OF EXEMPLARY CONDITIONS OF EXEMPLARY TEACHER EDUCATION PROGRAMS TEACHER EDUCATION PROGRAMS ARE TIED TO MORAL POSITIONS ARE TIED TO MORAL POSITIONS ABOUT THE NATURE OF ABOUT THE NATURE OF TEACHING, LEARNING, TEACHING, LEARNING, SCHOOLING AND SOCIETY AND SCHOOLING AND SOCIETY AND ARE NOT SUBJECT TO PROOF BY ARE NOT SUBJECT TO PROOF BY EMPIRICAL TESTS.EMPIRICAL TESTS.

TEACHING AND TEACHER TEACHING AND TEACHER EDUCATION ARE INHERENTLY EDUCATION ARE INHERENTLY COMPLEX AND ARE NOT COMPLEX AND ARE NOT REDUCIBLE TO SIMPLE REDUCIBLE TO SIMPLE PRESCRIPTIONS FOR PRACTICE.PRESCRIPTIONS FOR PRACTICE.

COMMENTS ON THE COMMENTS ON THE SCIENCE OF MEDICINESCIENCE OF MEDICINE

WE LOOK FOR MEDICINE TO BE AN ORDERLY WE LOOK FOR MEDICINE TO BE AN ORDERLY FIELD OF KNOWLEDGE AND PROCEDURE. FIELD OF KNOWLEDGE AND PROCEDURE. BUT IT IS NOT. IT IS AN IMPERFECT SCIENCE, BUT IT IS NOT. IT IS AN IMPERFECT SCIENCE, AN ENTERPRISE OF CONSTANTLY CHANGING AN ENTERPRISE OF CONSTANTLY CHANGING KNOWLEDGE, UNCERTAIN INFORMATION, KNOWLEDGE, UNCERTAIN INFORMATION, FALLIBLE INDIVIDUALS, AND AT THE SAME FALLIBLE INDIVIDUALS, AND AT THE SAME TIME LIVES ON THE LINE. THERE IS A TIME LIVES ON THE LINE. THERE IS A SCIENCE IN WHAT WE DO, YES, BUT ALSO SCIENCE IN WHAT WE DO, YES, BUT ALSO HABIT, INTUITION, AND SOMETIMES PLAIN HABIT, INTUITION, AND SOMETIMES PLAIN OLD GUESSING. THE GAP BETWEEN WHAT OLD GUESSING. THE GAP BETWEEN WHAT WE KNOW AND WHAT WE AIM FOR PERSISTS. WE KNOW AND WHAT WE AIM FOR PERSISTS. AND THIS GAP COMPLICATES EVERYTHING AND THIS GAP COMPLICATES EVERYTHING WE DO (GWANDE, 2002).WE DO (GWANDE, 2002).

WHAT MAKES A WHAT MAKES A TEACHER EDUCATION TEACHER EDUCATION

PROGRAM GOOD?PROGRAM GOOD?

VIEW OF TEACHING AND VIEW OF TEACHING AND LEARNINGLEARNING

TEACHERS AS ADAPTIVE EXPERTS VS. TEACHERS AS ADAPTIVE EXPERTS VS. TEACHERS AS COMPLIANT TEACHERS AS COMPLIANT IMPLEMENTERS OF SCRIPTS (THE IMPLEMENTERS OF SCRIPTS (THE “GOOD ENOUGH TEACHER.”).“GOOD ENOUGH TEACHER.”).

LEARNING AS PERFORMANCE ON LEARNING AS PERFORMANCE ON STANDARDIZED ACHIEVEMENT TESTS STANDARDIZED ACHIEVEMENT TESTS VS. LEARNING AS MUCH MORE THAN VS. LEARNING AS MUCH MORE THAN TEST SCORES (PROBLEM SOLVING, TEST SCORES (PROBLEM SOLVING, AESTHETICS, CIVIC, SOCIAL AESTHETICS, CIVIC, SOCIAL DEVELOPMENT…)DEVELOPMENT…)

OVERSIMPLIFIED VIEW OF OVERSIMPLIFIED VIEW OF EXCELLENCE-#1EXCELLENCE-#1

ATTEMPTING TO CONNECT THE ATTEMPTING TO CONNECT THE SURFACE FEATURES OF TEACHER SURFACE FEATURES OF TEACHER EDUCATION PROGRAMS (E.G., EDUCATION PROGRAMS (E.G., THEIR LENGTH) TO VARIOUS THEIR LENGTH) TO VARIOUS TEACHER AND STUDENT TEACHER AND STUDENT OUTCOMES WITHOUT ACCOUNTING OUTCOMES WITHOUT ACCOUNTING FOR THE CHARACTERISTICS THAT FOR THE CHARACTERISTICS THAT CANDIDATES BRING TO THEIR CANDIDATES BRING TO THEIR PREPARATION.PREPARATION.

RAYMOND AND FLETCHER RAYMOND AND FLETCHER STUDY OF TFA 2002 STUDY OF TFA 2002

(HOUSTON)(HOUSTON)MANY QUESTIONS REMAIN AND IT WOULD BE MANY QUESTIONS REMAIN AND IT WOULD BE IMPRUDENT TO EXTRAPOLATE TOO IMPRUDENT TO EXTRAPOLATE TOO GENERALLY FROM THIS ANALYSIS. WE GENERALLY FROM THIS ANALYSIS. WE CANNOT SAY, FOR EXAMPLE, WHAT ASPECTS CANNOT SAY, FOR EXAMPLE, WHAT ASPECTS OF TFA AND OTHER TEACHERS ACCOUNT FOR OF TFA AND OTHER TEACHERS ACCOUNT FOR THE DIFFERENCES IN THE PERFORMANCE OF THE DIFFERENCES IN THE PERFORMANCE OF THEIR STUDENTS. THE EVALUATION THEIR STUDENTS. THE EVALUATION FOCUSED ON TFA AS A WHOLE, SO WE DO FOCUSED ON TFA AS A WHOLE, SO WE DO NOT KNOW IF THE EFFECTIVENESS OF TFA NOT KNOW IF THE EFFECTIVENESS OF TFA TEACHERS IS DUE TO THE TYPE OF PEOPLE TEACHERS IS DUE TO THE TYPE OF PEOPLE BEING RECRUITED, THE DIFFERENCE IN BEING RECRUITED, THE DIFFERENCE IN ACADEMIC BACKGROUND, THE SUPPORT ACADEMIC BACKGROUND, THE SUPPORT PROVIDED BY TFA, THE ACP TRAINING, OR A PROVIDED BY TFA, THE ACP TRAINING, OR A COMBINATION OF FACTORS.”COMBINATION OF FACTORS.”

OVERSIMPLIFIED VIEW OF OVERSIMPLIFIED VIEW OF EXCELLENCE-#2EXCELLENCE-#2

ATTEMPTING TO DEFINE THE ATTEMPTING TO DEFINE THE CHARACTERISTICS OF GOOD CHARACTERISTICS OF GOOD TEACHER EDUCATION PROGRAMS TEACHER EDUCATION PROGRAMS BY THE MERE PRESENCE OR BY THE MERE PRESENCE OR ABSENCE OF CERTAIN PROGRAM ABSENCE OF CERTAIN PROGRAM ELEMENTS WITHOUT ELEMENTS WITHOUT ADDRESSING HOW THESE ADDRESSING HOW THESE ELEMENTS ARE DEFINED AND ELEMENTS ARE DEFINED AND USED AND FOR WHAT PURPOSES.USED AND FOR WHAT PURPOSES.

ELABORATING PROGRAM ELABORATING PROGRAM ELEMENTS- MENTORINGELEMENTS- MENTORING

HOW MENTORS ARE CHOSEN.HOW MENTORS ARE CHOSEN. IN THE SAME SCHOOL?IN THE SAME SCHOOL? IN THE SAME DISCIPLINE?IN THE SAME DISCIPLINE? TYPE OF PREPARATION AND TYPE OF PREPARATION AND

SUPPORT.SUPPORT. CONNECTION TO TEACHER CONNECTION TO TEACHER

EVALUATION.EVALUATION. WHAT ACTUALLY HAPPENS.WHAT ACTUALLY HAPPENS.

MENTORING ACTIVITIES MENTORING ACTIVITIES VALUED BY CANDIDATES VALUED BY CANDIDATES

IN THE SRI STUDYIN THE SRI STUDY WATCHING LESSONS WATCHING LESSONS

DEMONSTRATED BY MENTORS.DEMONSTRATED BY MENTORS. PLANNING LESSONS TOGETHER PLANNING LESSONS TOGETHER

WITH THE MENTORS.WITH THE MENTORS. TALKING WITH THE MENTORS TALKING WITH THE MENTORS

ABOUT SPECIFIC STUDENTS.ABOUT SPECIFIC STUDENTS. RECEIVING CURRICULUM RECEIVING CURRICULUM

MATERIALS FROM MENTORS.MATERIALS FROM MENTORS.

ELABORATING PROGRAM ELABORATING PROGRAM ELEMENTS- PORTFOLIOSELEMENTS- PORTFOLIOS

PURPOSESPURPOSES HOW CONCEPTUALIZED AND HOW CONCEPTUALIZED AND

INTRODUCED.INTRODUCED. HOW THEY ARE IMPLEMENTED HOW THEY ARE IMPLEMENTED

(E.G., IS THERE DISCUSSION OF (E.G., IS THERE DISCUSSION OF ARTIFACTS?).ARTIFACTS?).

HOW THE WORK IS SUPPORTED.HOW THE WORK IS SUPPORTED. THE PROGRAM CONTEXT IN WHICH THE PROGRAM CONTEXT IN WHICH

PORTFOLIOS ARE USED.PORTFOLIOS ARE USED.

OVERSIMPLIFIED VIEW OF OVERSIMPLIFIED VIEW OF EXCELLENCE-#3EXCELLENCE-#3

ATTEMPTING TO LINK ATTEMPTING TO LINK PARTICULAR KINDS OF TEACHER PARTICULAR KINDS OF TEACHER EDUCATION PROGRAMS AS EDUCATION PROGRAMS AS PLANNED AND WRITTEN ABOUT PLANNED AND WRITTEN ABOUT TO OUTCOMES WITHOUT TO OUTCOMES WITHOUT EXAMINING HOW THESE EXAMINING HOW THESE PROGRAMS ARE EXPERIENCED BY PROGRAMS ARE EXPERIENCED BY DIFFERENT CANDIDATES.DIFFERENT CANDIDATES.

PROGRAMS AS PLANNED PROGRAMS AS PLANNED VS. AS DELIVEREDVS. AS DELIVERED

TELT STUDY OF A “5-YEAR” TELT STUDY OF A “5-YEAR” PROGRAM.PROGRAM.

MENTORING EXPERIENCED BY MENTORING EXPERIENCED BY BEGINNING TEACHERS IN BEGINNING TEACHERS IN SEVERAL STUDIES (E.G., 13% TFA SEVERAL STUDIES (E.G., 13% TFA 11% N.J. REPORTED NO MENTOR 11% N.J. REPORTED NO MENTOR SUPPORT IN SRI STUDY).SUPPORT IN SRI STUDY).

MY OWN EXPERIENCE AS AN MY OWN EXPERIENCE AS AN INTERN IN THE URBAN TEACHER INTERN IN THE URBAN TEACHER PREPARATION PROGRAM.PREPARATION PROGRAM.

SRI STUDY FINDINGS ON SRI STUDY FINDINGS ON MENTORINGMENTORING

THE STRUCTURE OF MOST PROGRAMS’ THE STRUCTURE OF MOST PROGRAMS’ MENTORING COMPONENT LEAVES FAR MENTORING COMPONENT LEAVES FAR TOO MUCH TO CHANCE: AVAILABILITY OF TOO MUCH TO CHANCE: AVAILABILITY OF THE MENTOR TO PROVIDE SUPPORT… THE MENTOR TO PROVIDE SUPPORT… MOST PROGRAMS DO NOT HAVE A MOST PROGRAMS DO NOT HAVE A DETAILED PROCESS FOR SELECTING DETAILED PROCESS FOR SELECTING MENTORS, NOR DO THEY INVEST MENTORS, NOR DO THEY INVEST SIGNIFICANT TIME OR MONEY INTO SIGNIFICANT TIME OR MONEY INTO TRAINING MENTORS ON WHAT SPECIFIC TRAINING MENTORS ON WHAT SPECIFIC ACTIVITIES OR SUPPORTS ARE MOST ACTIVITIES OR SUPPORTS ARE MOST EFFECTIVE IN TRAINING NEW TEACHERS.EFFECTIVE IN TRAINING NEW TEACHERS.

WHAT DO WE NEED TO KNOW WHAT DO WE NEED TO KNOW ABOUT A TEACHER EDUCATION ABOUT A TEACHER EDUCATION PROGRAM WHEN THINKING PROGRAM WHEN THINKING ABOUT PROGRAM ABOUT PROGRAM EFFECTIVENESS?EFFECTIVENESS?

EXISTING RESEARCHEXISTING RESEARCH

THE EXISTING RESEARCH ON THE THE EXISTING RESEARCH ON THE EFFECTIVENESS OF DIFFERENT EFFECTIVENESS OF DIFFERENT PATHWAYS INTO TEACHING HAS PATHWAYS INTO TEACHING HAS DESCRIBED PROGRAMS MOSTLY DESCRIBED PROGRAMS MOSTLY IN TERMS OF THEIR SURFACE IN TERMS OF THEIR SURFACE CHARACTERISTICS.CHARACTERISTICS.

DOMINANT DOMINANT COMPARISONSCOMPARISONS

4-YEAR VS. 5-YEAR PROGRAMS4-YEAR VS. 5-YEAR PROGRAMS

GRADUATE VS. UNDERGRADUATE GRADUATE VS. UNDERGRADUATE PROGRAMS.PROGRAMS.

TRADITIONAL VS ALTERNATIVE TRADITIONAL VS ALTERNATIVE PROGRAMSPROGRAMS

PROBLEMS IN DEFINING PROBLEMS IN DEFINING PROGRAMS BY THEIR PROGRAMS BY THEIR

STRUCTURESTRUCTURE INCONSISTENT DEFINITIONS OF INCONSISTENT DEFINITIONS OF

PARTICULAR TYPES (E.G., PARTICULAR TYPES (E.G., ALTERNATIVE CERTIFICATION)ALTERNATIVE CERTIFICATION)

VARIATION BY INSTITUTIONAL TYPE VARIATION BY INSTITUTIONAL TYPE (GOODLAD, 1990).(GOODLAD, 1990).

VARIATION BY STATE POLICY VARIATION BY STATE POLICY CONTEXT.CONTEXT.

VARIATION BY DISCIPLINES (E.G. MATH VARIATION BY DISCIPLINES (E.G. MATH ED VS SOCIAL STUDIES ED).ED VS SOCIAL STUDIES ED).

SIGNIFICANT VARIATION WITHIN SIGNIFICANT VARIATION WITHIN PROGRAMS AS TO HOW CANDIDATES PROGRAMS AS TO HOW CANDIDATES EXPERIENCE A PROGRAM.EXPERIENCE A PROGRAM.

DEFINING A TEACHER DEFINING A TEACHER EDUCATION PROGRAMEDUCATION PROGRAM

TWO CURRENT STUDIES (NYC TWO CURRENT STUDIES (NYC PATHWAYS AND MATHEMATICA STUDY PATHWAYS AND MATHEMATICA STUDY REPRESENT AN IMPROVEMENT OVER REPRESENT AN IMPROVEMENT OVER DOMINANT RESEARCH PRACTICE.DOMINANT RESEARCH PRACTICE.

E.G., MATHEMATICA STUDYE.G., MATHEMATICA STUDYADMISISONS PROCESS- HIGHLY ADMISISONS PROCESS- HIGHLY SELECTIVE VS. LESS SELECTIVE.SELECTIVE VS. LESS SELECTIVE.

REQUIRED PROFESSIONAL EDUCATION REQUIRED PROFESSIONAL EDUCATION COURSE LOAD- MINIMAL VS. COURSE LOAD- MINIMAL VS. SUBSTANTIAL.SUBSTANTIAL.

NYC PATHWAYS INTO NYC PATHWAYS INTO TEACHING STUDYTEACHING STUDY

PROGRAM CHARACTERISTICSPROGRAM CHARACTERISTICS PROGRAM MISSION AND COHERENCE.PROGRAM MISSION AND COHERENCE.

- ARTICULATES A CLEAR VISION OF - ARTICULATES A CLEAR VISION OF T&L.T&L.-CRITERIA USED TO EVALUATE IN STG -CRITERIA USED TO EVALUATE IN STG ARE CONSISTENT WITH WHAT TAUGHT ARE CONSISTENT WITH WHAT TAUGHT IN METHODS CLASSES.IN METHODS CLASSES.

PROGRAM FACULTYPROGRAM FACULTY PREPARATION ABOUT LEARNERS.PREPARATION ABOUT LEARNERS. FIELD EXPERIENCES.FIELD EXPERIENCES.

A FRAMEWORK FOR A FRAMEWORK FOR DESCRIBING A TEACHER DESCRIBING A TEACHER EDUCATION PROGRAMEDUCATION PROGRAM

1.1. VIEW OF TEACHING, VIEW OF TEACHING, LEARNING SCHOOLING, THE LEARNING SCHOOLING, THE TEACHER’S ROLE AND TEACHER’S ROLE AND LEARNING TO TEACH.LEARNING TO TEACH.

HOW CLEARLY DEFINED?HOW CLEARLY DEFINED? HOW WIDELY SHARED?HOW WIDELY SHARED? DEGREE OF COMMITMENT TO DEGREE OF COMMITMENT TO

THEM?THEM?

2. ADMISSIONS PROCESS2. ADMISSIONS PROCESS CONTENT OF ADMISSIONS CONTENT OF ADMISSIONS

CRITERIA.CRITERIA. DEGREE OF SELECTIVITY.DEGREE OF SELECTIVITY. LINK TO PROGRAM MISSION.LINK TO PROGRAM MISSION.

3. CURRICULUM AND COURSEWORK.3. CURRICULUM AND COURSEWORK. EMPHASIS ON DIFFERENT ASPECTS EMPHASIS ON DIFFERENT ASPECTS

(E.G., SUBJECT MATTER PEDAGOGY)..(E.G., SUBJECT MATTER PEDAGOGY).. PLACEMENT WITHIN THE PROGRAM OF PLACEMENT WITHIN THE PROGRAM OF

DIFFERENT CURRICULAR COMPONENTS.DIFFERENT CURRICULAR COMPONENTS. CONNECTION TO PROGRAM MISSION.CONNECTION TO PROGRAM MISSION. REPRESENTATION OF DIFFERENT REPRESENTATION OF DIFFERENT

PERSPECTIVES IN THE CURRICULUM.PERSPECTIVES IN THE CURRICULUM. ACADEMIC RIGOR.ACADEMIC RIGOR. HOW MUCH BEFORE BECOMING TOR.HOW MUCH BEFORE BECOMING TOR.

4. FIELD EXPERIENCES4. FIELD EXPERIENCES NUMBER, LENGTH AND NUMBER, LENGTH AND

PLACEMENT IN THE CURRICULUM.PLACEMENT IN THE CURRICULUM. RELATIONSHIP OF WHAT IS RELATIONSHIP OF WHAT IS

EXPERIENCED TO WHAT IS EXPERIENCED TO WHAT IS TAUGHT IN THE COURSES.TAUGHT IN THE COURSES.

NATURE AND QUALITY OF NATURE AND QUALITY OF MENTORING AND ASSESSMENT.MENTORING AND ASSESSMENT.

5. INSTRUCTIONAL STRATEGIES.5. INSTRUCTIONAL STRATEGIES. WHAT ARE THE STRATEGIES?WHAT ARE THE STRATEGIES? ARE THE STRATEGIES ADVOCATED ARE THE STRATEGIES ADVOCATED

FOR CANDIDATES MODELED IN FOR CANDIDATES MODELED IN THE PROGRAM?THE PROGRAM?

HOW ARE THE STRATEGIES USED? HOW ARE THE STRATEGIES USED? FOR WHAT PURPOSES? HOW ARE FOR WHAT PURPOSES? HOW ARE THEY INTRODUCED AND THEY INTRODUCED AND SUPPORTED?SUPPORTED?

6. INTERNAL ORGANIZATIONAL 6. INTERNAL ORGANIZATIONAL FEATURES.FEATURES.

USE OF STUDENT COHORTS OR NOT.USE OF STUDENT COHORTS OR NOT. STAFFING- HORIZONTAL/VERTICAL.STAFFING- HORIZONTAL/VERTICAL. WHO ARE THE TEACHER EDUCATORS WHO ARE THE TEACHER EDUCATORS

AND HOW ARE THEY PREPARED AND AND HOW ARE THEY PREPARED AND SUPPORTED IN THEIR ROLES?SUPPORTED IN THEIR ROLES?

7. USE OF DATA7. USE OF DATA HOW ARE DATA COLLECTED HOW ARE DATA COLLECTED

ABOUT THE PROGRAM AND THEN ABOUT THE PROGRAM AND THEN USED TO INFORM DECISIONS USED TO INFORM DECISIONS ABOUT THE PROGRAM?ABOUT THE PROGRAM?

PROGRAM PROGRAM CHARACTERISTICS THAT CHARACTERISTICS THAT

MAY MATTERMAY MATTERDARLING-HAMMOND 2006 (LEARNER-DARLING-HAMMOND 2006 (LEARNER-CENTERED AND LEARNING-CENTERED CENTERED AND LEARNING-CENTERED TEACHING).TEACHING).

SHARED AND CLEAR UNDERSTANDING AMONG SHARED AND CLEAR UNDERSTANDING AMONG FACULTY, STUDENTS, AND SCHOOL FACULTY, STUDENTS, AND SCHOOL PERSONNEL ABOUT GOOD TEACHING THAT PERSONNEL ABOUT GOOD TEACHING THAT PERMEATES ALL COURSES AND FIELD PERMEATES ALL COURSES AND FIELD EXPERIENCES.EXPERIENCES.

WELL-DEFINED STANDARDS OF PRACTICE ARE WELL-DEFINED STANDARDS OF PRACTICE ARE USED TO GUIDE AND EVALUATE CANDIDATES’ USED TO GUIDE AND EVALUATE CANDIDATES’ COURSEWORK AND CLINICAL WORK.COURSEWORK AND CLINICAL WORK.

EXTENDED CLINICAL EXPERIENCES EXTENDED CLINICAL EXPERIENCES ARE CAREFULLY DEVELOPED TO ARE CAREFULLY DEVELOPED TO SUPPORT THE IDEAS AND PRACTICES SUPPORT THE IDEAS AND PRACTICES PRESENTED IN SIMULTANEOUS, PRESENTED IN SIMULTANEOUS, CLOSELY INTERWOVEN COURSEWORK.CLOSELY INTERWOVEN COURSEWORK.

EXPLICIT STRATEGIES TO HELP EXPLICIT STRATEGIES TO HELP CANDIDATES (1) CONFRONT THEIR CANDIDATES (1) CONFRONT THEIR OWN DEEP-SEATED BELIEFS AND OWN DEEP-SEATED BELIEFS AND ASSUMPTIONS ABOUT LEARNING AND ASSUMPTIONS ABOUT LEARNING AND STUDENTS AND (2) LEARN ABOUT THE STUDENTS AND (2) LEARN ABOUT THE EXPERIENCES OF PEOPLE DIFFERENT EXPERIENCES OF PEOPLE DIFFERENT FROM THEMSELVES.FROM THEMSELVES.

STRONG RELATIONSHIPS, STRONG RELATIONSHIPS, COMMON KNOWLEDGE, AND COMMON KNOWLEDGE, AND SHARED BELIEFS LINK SCHOOL SHARED BELIEFS LINK SCHOOL AND UNIVERSITY-BASED AND UNIVERSITY-BASED FACULTY.FACULTY.

CASE STUDY METHODS, TEACHER CASE STUDY METHODS, TEACHER RESEARCH, PERFORMANCE RESEARCH, PERFORMANCE ASSESSMENTS AND PORTFOLIO ASSESSMENTS AND PORTFOLIO EVALUATION APPLY LEARNING TO EVALUATION APPLY LEARNING TO REAL PROBLEMS OF PRACTICE.REAL PROBLEMS OF PRACTICE.

CURRICULUM IS GROUNDED IN CURRICULUM IS GROUNDED IN KNOWLEDGE OF CHILD AND KNOWLEDGE OF CHILD AND ADOLESCENT DEVELOPMENT, ADOLESCENT DEVELOPMENT, LEARNING, SOCIAL CONTEXTS, LEARNING, SOCIAL CONTEXTS, AND SUBJECT MATTER AND SUBJECT MATTER PEDAGOGY, TAUGHT IN THE PEDAGOGY, TAUGHT IN THE CONTEXT OF PRACTICE.CONTEXT OF PRACTICE.

CHARACTERISTICS OF CHARACTERISTICS OF EFFECTIVE PROGRAMS IN EFFECTIVE PROGRAMS IN

THE TELT STUDYTHE TELT STUDYCHANGES IN CANDIDATE ORIENTATIONS TOWARD PROGRAM CHANGES IN CANDIDATE ORIENTATIONS TOWARD PROGRAM GOALS. (TRADITIONAL MANAGEMENT ORIENTED VS. GOALS. (TRADITIONAL MANAGEMENT ORIENTED VS. REFORM ORIENTED). FOUR FACTORS ASSOCIATED WITH REFORM ORIENTED). FOUR FACTORS ASSOCIATED WITH FUNDAMENTAL CHANGES IN TEACHER BELIEFS AND FUNDAMENTAL CHANGES IN TEACHER BELIEFS AND PRACTICES..PRACTICES..

TEACHERS NEED:TEACHERS NEED: A CHANCE TO CONSIDER WHY THE NEW PRACTICES ARE A CHANCE TO CONSIDER WHY THE NEW PRACTICES ARE

BETTER THAN CONVENTIONAL ONES.BETTER THAN CONVENTIONAL ONES.

OPPORTUNITIES TO SEE EXAMPLES OF THE NEW PRACTICES.OPPORTUNITIES TO SEE EXAMPLES OF THE NEW PRACTICES.

EXPERIENCE IN LEARNING THE NEW PRACTICES EXPERIENCE IN LEARNING THE NEW PRACTICES FIRSTHAND.FIRSTHAND.

ON-SITE ASSISTANCE AND SUPPORT IN LEARNING TO PUT ON-SITE ASSISTANCE AND SUPPORT IN LEARNING TO PUT THE NEW PRACTICES IN PLACE.THE NEW PRACTICES IN PLACE.

TELTTELT

PROGRAMS THAT HAD SIMILAR PROGRAMS THAT HAD SIMILAR STRUCTURES (E.G., FOUR-YEAR STRUCTURES (E.G., FOUR-YEAR UNDERGRADUATE) SOMETIMES HAD UNDERGRADUATE) SOMETIMES HAD REMARKABLY DIFFERENT REMARKABLY DIFFERENT INFLUENCES ON TEACHER LEARNING. INFLUENCES ON TEACHER LEARNING.

PROGRAM S WITH DIFFERENT PROGRAM S WITH DIFFERENT STRUCTURES SOMETIMES HAD VERY STRUCTURES SOMETIMES HAD VERY SIMILAR INFLUENCES ON TEACHERS.SIMILAR INFLUENCES ON TEACHERS.

DEPENDING ON THE SUBSTANCE DEPENDING ON THE SUBSTANCE OF THE PROGRAMOF THE PROGRAM

KEY PROGRAM ELEMENTS KEY PROGRAM ELEMENTS ––

SRI STUDYSRI STUDY THE SCHOOL CONTEXTTHE SCHOOL CONTEXT

- COLLEGIAL RELATIONSHIPS IN WHICH - COLLEGIAL RELATIONSHIPS IN WHICH “TEACHERS ANALYZE STUDENT WORK “TEACHERS ANALYZE STUDENT WORK SAMPLES TOGETHER, SEEK EACH SAMPLES TOGETHER, SEEK EACH OTHER’S ADVICE ABOUT INSTRUCTIONAL OTHER’S ADVICE ABOUT INSTRUCTIONAL ISSUES AND PROBLEMS, OBSERVED EACH ISSUES AND PROBLEMS, OBSERVED EACH OTHER’S CLASSROOMS AND OFFERRED OTHER’S CLASSROOMS AND OFFERRED FEEDBACK AND/OR EXCHANGE IDEAS AND FEEDBACK AND/OR EXCHANGE IDEAS AND DISCUSS STUDENT ASSESSMENT DATA TO DISCUSS STUDENT ASSESSMENT DATA TO MAKE DECISIONS ABOUT INSTRUCTION.”MAKE DECISIONS ABOUT INSTRUCTION.”

SRI STUDY CONTINUEDSRI STUDY CONTINUED

THE SCHOOL CONTEXTTHE SCHOOL CONTEXT-STRONG LEADERSHIP, ADEQUATE -STRONG LEADERSHIP, ADEQUATE SUPPLIES AND MATERIALS.SUPPLIES AND MATERIALS.

COURSEWORKCOURSEWORK MENTORINGMENTORING CANDIDATE BACKGROUND CANDIDATE BACKGROUND

CHARACTERISTICS- PREVIOUS CHARACTERISTICS- PREVIOUS CLASSROOM EXPERIENCE AND CLASSROOM EXPERIENCE AND UNIVERSITY SELECTIVITY.UNIVERSITY SELECTIVITY.

MUCH OF WHAT IS BELIEVED TO MUCH OF WHAT IS BELIEVED TO BE ASSOCIATED WITH PROGRAM BE ASSOCIATED WITH PROGRAM EXCELLENCE WITH REGARD TO EXCELLENCE WITH REGARD TO PARTICULAR GOALS CANNOT PARTICULAR GOALS CANNOT CURRENTLY BE SUPPORTED WITH CURRENTLY BE SUPPORTED WITH EMPIRICAL EVIDENCE.EMPIRICAL EVIDENCE.

CONCLUSIONS ABOUT CONCLUSIONS ABOUT RESEARCH ON TEACHER RESEARCH ON TEACHER EDUCATION PROGRAMSEDUCATION PROGRAMS

THERE WILL ALWAYS BE A RANGE OF THERE WILL ALWAYS BE A RANGE OF QUALITY WITHIN ANY MODEL.QUALITY WITHIN ANY MODEL.

THE SEARCH FOR THE MOST EFFECTIVE THE SEARCH FOR THE MOST EFFECTIVE PROGRAM MODEL WILL FAIL.PROGRAM MODEL WILL FAIL.

THE PROGRAM IS THE WRONG LEVEL THE PROGRAM IS THE WRONG LEVEL OF ANALYSIS-FOCUS SHOULD BE ON OF ANALYSIS-FOCUS SHOULD BE ON PROGRAM CHARACTERISTICS.PROGRAM CHARACTERISTICS.

ELABORATING THE FEATURES OF ELABORATING THE FEATURES OF EFFECTIVE PROGRAM EFFECTIVE PROGRAM CHARACTERISTICS FOR MEETING CHARACTERISTICS FOR MEETING PARTICULAR GOALS, FOR PARTICULAR PARTICULAR GOALS, FOR PARTICULAR POPULATIONS, AND CONTEXTS IS POPULATIONS, AND CONTEXTS IS IMPORTANT.IMPORTANT.