-- welcome -- ncate/ipsb board of examiners
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-- Welcome -- NCATE/IPSB Board of Examiners. _________________ Purdue University Teacher Education Programs. Barbara Fuhrmann, Chair Louisiana State University Ronald J. Bonnstetter University of Nebraska at Lincoln Mark B. Goor George Mason University Gordon Horgen Winner, SD - PowerPoint PPT PresentationTRANSCRIPT
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-- Welcome --NCATE/IPSB
Board of Examiners_________________
Purdue University
Teacher Education Programs
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-- Welcome --NCATE/IPSB
Board of Examiners• Barbara Fuhrmann, Chair
Louisiana State University
• Ronald J. BonnstetterUniversity of Nebraska at Lincoln
• Mark B. GoorGeorge Mason University
• Gordon HorgenWinner, SD
• Patricia J. LarkeTexas A & M University
• John M. JohnstonUniversity of Memphis
• Mary Glenn RinneIPSB State Consultant
• Pamela SandovalState Team Chair, Indiana University NW
• Elizabeth JaredIndiana State University
• Neva SchwartzGeneva, IN
• Jan BakkenNEA Representative
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Purdue University• National/international
reputation • Strong commitment to
Land Grant mission• Strong focus
on strategic planning• Strong partnerships with
content area departments in other schools ENGAGEMENTENGAGEMENT LEARNINGLEARNING
DISCOVERYDISCOVERY
TheTheNext Level:Next Level:
PREEMINENCEPREEMINENCE
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The Next Level: PreeminencePurdue Strategic Plan 2001-2006
• ““Strengthen preparatory education through enhanced, Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.”emphasis on reading, writing, math and science.”
Key StrategiesKey StrategiesSpecific to Goal 3 (Engagement)Specific to Goal 3 (Engagement)
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Purdue University Teacher Education Program Governance and Administrative Structure
Unit HeadSchool of Education Dean
Teacher Education Council
School of Agriculture School of Consumer & Family Sciences
School of Education School of Liberal Arts School of Science School of Technology
Academic Advising
Agriculture Education
Methods Field Experiences
Academic Advising
Consumer & Family Sci. Ed.
Early Childhood Education
Academic Advising
Educational Leadership
Educational Technology
Elementary Education
Gifted & Talented Education
Literacy & Language
School Counseling
Social Studies Education
Special Education
Academic Advising
Communication Disorders
Methods Field Experiences
EnglishEducation
Foreign Languages Ed.
Health/PhysicalEducation
Visual Arts Education
Methods Field Experiences
Academic Advising
BiologyEducation
Chemistry Education
Earth/Space Sciences Ed.
MathematicsEducation
PhysicsEducation
Methods Field Experiences
Academic Advising
TechnologyEducation
Methods Field Experiences
Office of Professional Preparation& Licensure Elementary Education Committee
Secondary Education Committee
Assessment Council
Office of Field Experiences
Methods Field Experiences
Purdue North Central
Graduate Studies Office
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Purdue’s Program• 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
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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
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Purdue’s Teacher Education Programs• Includes a set of block courses, each
block 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
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Blocks, Gates & Courses Assessment
Relationships Among Elementary and Secondary EducationGates, Blocks and Courses
Elementary Education
Gate A Gate B Gate C Gate D
Block I Block II Block III Block IV Block V Block VI
EDCI 205 285
EDPS 235 265
EDCI 361
EDCI 362
EDCI 363
EDCI 364
EDCI 365
EDPS 430
EDCI 466
EDCI 496
Secondary Education / Special Education
Gate A Gate B Gate C Gate D
Block I Block II Methods CoursesStudent
Teaching
EDCI 205 285
EDPS 235 265
Courses Specified by Each Program Area
Specified By
Program Area
Graduation
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Blocks, Gates & Courses AssessmentEARLY CHILDHOOD EDUCATION
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Strengths of the Teacher Education Program
• 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)
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Knowledge of Standards• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
50
60
70
80
Percent
Better Prepared Same Less Well Prepared
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Technology Use• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
50
60
70
80
Percent
Better Prepared Same Less Well Prepared
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Instructional Strategies• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
40
50
60
Percent
Better Prepared Same Less Well Prepared
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Overall Teacher Preparation• Current vs. previous Purdue student teachers –
As rated by cooperating teachers
0
10
20
30
40
50
60
70
Percent
Better Prepared Same Less Well Prepared
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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