-- Welcome -- NCATE/IPSB Board of Examiners

1. -- Welcome --NCATE/IPSB Board of Examiners _________________ Purdue University Teacher Education Programs

2. Barbara Fuhrmann, Chair Louisiana State University Ronald J. Bonnstetter University of Nebraska at Lincoln Mark B. Goor George Mason University Gordon Horgen Winner, SD Patricia J. Larke Texas A & M University John M. Johnston University of Memphis Mary Glenn Rinne IPSB State Consultant Pamela Sandoval State Team Chair, Indiana University NW Elizabeth Jared Indiana State University Neva Schwartz Geneva, IN Jan Bakken NEA Representative -- Welcome --NCATE/IPSB Board of Examiners

3. National/international reputation Strong commitment to Land Grant mission Strong focuson strategic planning Strong partnerships with content area departments in other schools DISCOVERY The Next Level: PREEMINENCE ENGAGEMENT LEARNING Purdue University

4. “Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.” The Next Level: PreeminencePurdue Strategic Plan 2001-2006 Key Strategies Specific to Goal 3 (Engagement)

5. Unit Head School of Education Dean Purdue North Central Office of Professional Preparation& Licensure Teacher Education Council Elementary Education Committee Office of Field Experiences Secondary Education Committee Graduate Studies Office Assessment Council School of Agriculture School of Consumer & Family Sciences School of Education School of Liberal Arts School of Science School of Technology Academic Advising Academic Advising Academic Advising Academic Advising Academic Advising Academic Advising Educational Leadership Agriculture Education Consumer & Family Sci. Ed. Communication Disorders Biology Education Technology Education Educational Technology English Education Methods Field Experiences Early Childhood Education Chemistry Education Methods Field Experiences Elementary Education Foreign Languages Ed. Methods Field Experiences Earth/Space Sciences Ed. Gifted & Talented Education Health/Physical Education Mathematics Education Literacy & Language Visual Arts Education Physics Education School Counseling Methods Field Experiences Methods Field Experiences Social Studies Education Special Education Methods Field Experiences Purdue University Teacher Education Program Governance and Administrative Structure

6. Viewing knowledge as constructed, we provide an inquiry-oriented approach to teacher education where teaching is made problematic and candidates engage in reflection to develop their understandings of teaching and learning A developmental and spiraling inquiry framework (based on Knowles & Cole, 1996) was chosen as the basis for the teacher education reforms at Purdue in 1999 Seven core competencies, situated in the INTASC principles, guide the program Purdue’s Program

7. Professional Preparation Model • Strong commitment to a professional K-12 collaboration preparation model • Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC) • All programs are linked to State of Indiana & professional association standards • Based on research & best practice

8. Includes a set of block courses, eachblock with a corresponding field experiencecalled “Theory Into Practice” (TIP) Reforms are aimed to achieve Programmatic coherence through the use of sequenced blocks Additional, earlier, and more meaningful field experiences through the TIPs Additional emphasis on technology, diversity and assessment Purdue’s Teacher Education Programs

9. Assessment Blocks, Gates & Courses Graduation Relationships Among Elementary and Secondary Education Gates, Blocks and Courses

10. Assessment Blocks, Gates & Courses EARLY CHILDHOOD EDUCATION

11. Historical commitment to content area learning Respect for faculty ownership from across campus as evidenced by joint & courtesy appointments Governed by Teacher Education Council (TEC) Strong commitment to sequenced field experiences prior to student teaching - TIPs Continuously engaged in self study – e.g., The Block Working Group (Nierstheimer, et al., 2004) Strengths of the Teacher Education Program

12. Current vs. previous Purdue student teachers – As rated by cooperating teachers Knowledge of Standards 80 70 60 50 Percent 30 20 10 0 Better Prepared Same Less Well Prepared

13. Current vs. previous Purdue student teachers – As rated by cooperating teachers 80 70 60 50 Percent 30 20 10 0 Better Prepared Same Less Well Prepared Technology Use

14. 60 50 40 Percent 20 10 0 Better Prepared Same Less Well Prepared Instructional Strategies • Current vs. previous Purdue student teachers – As rated by cooperating teachers

15. 70 60 50 40 Percent 30 20 10 0 Better Prepared Same Less Well Prepared Overall Teacher Preparation • Current vs. previous Purdue student teachers – As rated by cooperating teachers

16. Teacher Education at Purdue • Historically strong commitment to content area learning • Strong across campus faculty involvement and governance through TEC • Conceptual model based on a developmental spiraling inquiry framework with competencies based on INTASC principles • Adherence to State of Indiana & professional association standards • Inquiry-oriented approach emphasizing reflection, research and best practice