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Models of Transformative Change in the Preparation of Teachers

Explore transformative models in teacher preparation with Sharon P. Robinson, President & CEO of AACTE. Learn about high-impact practices and new rules for teacher quality, including rigorous clinical development and valid performance assessments. Discover the key areas of focus from experts in the field and prepare for the future of educator preparation. Join us at the annual meeting in San Diego from February 24-26, 2011.

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Models of Transformative Change in the Preparation of Teachers

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  1. Models of Transformative Change in the Preparation of Teachers Sharon P. Robinson President and CEO American Association of Colleges for Teacher Education CSU Summit on the Preparation of Teachers February 14, 2011

  2. Five High-Impact Practices • First-year Seminars • Learning Communities • Service Learning • Undergraduate Research • Capstone Courses and Projects Wabash, NSSE, Kuh, Swaner and Brownell, CSU-Northridge, etc.).

  3. New Rules for Teacher Quality

  4. Rule 1 Only the experts get the challenging assignments. Candidates in training are neither “Teachers of Record” nor “Highly Qualified.”

  5. Rule 2All programs of educator preparation must provide rich and rigorous clinical development.

  6. Rule 3All providers must document candidates’ essential skills through valid performance assessments.

  7. Rule 4All providers must contribute to data systems that permit: • Evaluation of program impact on student learning • Productivity based on labor market demands

  8. Rule 5All programs must be accredited based on these rules and other standards deemed appropriate for the interests of students… from Day One.

  9. Annual Meeting: San Diego, CA, February 24- 26th , 2011 www.aacte.org

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