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TNE: What We’ve Learned, Challenges We’ve Encountered , Where We are Going

GC. TNE: What We’ve Learned, Challenges We’ve Encountered , Where We are Going. Joseph O’Keefe, S.J. okeefejo@bc.edu. Three “pillars” of TNE. Building a Culture of Evidence Prove or improve? Engagement of College of Arts & Sciences It takes an entire university…

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TNE: What We’ve Learned, Challenges We’ve Encountered , Where We are Going

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  1. GC TNE:What We’ve Learned,Challenges We’ve Encountered, Where We are Going Joseph O’Keefe, S.J. okeefejo@bc.edu BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

  2. Three “pillars” of TNE • Building a Culture of Evidence Prove or improve? • Engagement of College of Arts & Sciences It takes an entire university… • Teaching as Clinical Practice Graduation is not good-bye BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

  3. Engagement of College of Arts & Sciences • Survey of students and faculty • 50 faculty involved • 35 courses TNE designation using MA curriculum frameworks (e.g. Euclid’s Elements) • Pedagogy labs (e.g Shakespeare) • Need for engagement in induction as well as pre-service • Sustain and grow involvement • Endowment fund for collaborative projects • University-wide Committee on the Preparation of Teachers BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

  4. Teaching as Clinical Practice • Novice teachers need help with assessment, differentiated instruction, ELL, SPED, classroom management, parent engagement • 1-on-1 and small-group mentoring (176 students; 36 faculty) • New Teacher Academy (250 teachers from 25 districts) • Advanced Practice Seminars (50 teachers in years 2 and 3) • Don’t overlook practical tools • Bridgewater State College • 32% of graduates out-of-state • Partnerships with a variety of schools, public and Catholic, time-consuming and expensive • Telementoring • FT Director of Induction and Mentorship BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

  5. Building a Culture of EvidenceTNE TEAC • 260 completers per year (81% into teaching – 91% three years out) • 22 longitudinal surveys for 5 years (exit and annual thereafter) • Teacher retention • Assessing innovations • Revising TE curriculum • Social justice mission • Capstone experience (Inquiry Seminar) • Pre-service Performance Assessment • Inter-rater reliability • Portfolio - evidence of effective teaching BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

  6. Building a Culture of EvidenceTNE TEAC • Comparison study Boston Residency and BC graduates inconclusive • Full-scale Value-Added Modeling using MCAS (different subjects tested in different years, pupil attrition, sealing of standardized tests, vertical scaling across grades, lack of data at state or district levels linking pupils to teachers). • Director of Assessment and Accreditation • Faculty research agendas (TE and ERME) • Ford Foundation grant ($350,000 over 2 years) “Teacher Development and Teacher Retention: Unraveling Complex Issues” Marilyn Cochran-Smith and Larry Ludlow, PI’s • http://tne.bc.edu BOSTON COLLEGE LYNCH SCHOOL OF EDUCATION

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