Teacher Quality Partnerships Design for a School of Pedagogy
Design for a School of Pedagogy (Research Based Practices) Foundations Methods of Instruction Standards Based Learning Teacher Effectiveness Response To Intervention Differentiated Instruction Universal Design Teacher Dispositions English Language Learners Professional Learning Community Instructional Technology Clinical & Internship Experiences Mentoring Induction/Residency Programs
Program areas respond to the first three questions by analyzing curriculum, instruction, and assessments.
Develop conclusions and implications for program development based on analyses.
Develop grant proposals based on program analyses and relate these proposals to reform initiatives and the revised NCATE criteria.
Initiate program reform initiatives that can be done regardless of grant funding. (i.e., longitudinal data collection, program scope and sequence, clinical, field, internship, and residency possibilities through systematic PDS)
At least 50 percent of the funds must be provided to LEAs.
The remaining funds are available to the State for State-level activities and for disbursements to other eligible entities under such formulas, competitive processes, or other mechanisms as the State may propose in its plan.
Race to the Top is authorized under section 14006 of the American Recovery and Reinvestment Act (ARRA). The purpose of the Race to the Top Fund, a competitive grant program, is to encourage and reward States that are creating the conditions for:
Education innovation and reform
Achieving significant improvement in student outcomes
Making substantial gains in student achievement
Closing achievement gaps
Improving high school graduation rates
Ensuring student preparation for success in college and careers:
The need for highly qualified and highly effective teachers
The pressing need for highly qualified teachers and other school professionals for high-needs schools .
The need to improve P-12 student learning across diverse populations , as America becomes a more heterogeneous society.
The need for more clinically-based programs for educator preparation (1) to help increase early school experience and effectiveness with diverse populations and (2) to provide coordinated approaches to the induction and retention of new teachers and other school professionals.
The recognition that educator preparation and school reform are inextricably bound together, requiring educators to be prepared both as individually skilled practitioners and as professionals oriented toward ongoing school i mprovement.
An accredited unit has the following two options for its unit review: Continuous Improvement (Option 1) that primarily focuses on the unit’s self-assessment of its progress toward meeting the target level or
Transformation Initiative (TI) (Option 2) that includes an initiative that will both improve the unit and its programs and provide research for leadership in the field by meeting an urgent educational need, such as improving P-12 student learning.
The TI supports continuous improvement through specific efforts to improve not only the institution’s own programs, but to exercise leadership for transforming educator preparation to improve P-12 student learning.
Develop and conduct a needs assessment of the partners in the partnership, for the preparation, ongoing training, professional development, and retention of general education and special education teachers. **
Based on needs assessment, design a curriculum, instruction, and assessment model (CIA) that will prepare prospective and new general education and special education teachers to understand and use research and data to modify and improve classroom instruction. (See Chart)
Design and implement in-service professional development that meets the needs of partnership schools and builds upon the CIA understandings from the pre-service programs. (See Chart)
Develop collaboration with College of Liberal Arts and Sciences to strengthen the content knowledge and teaching skills of teachers.
Collect, analyze, and use data on the retention of all teachers in high-need schools located in the geographic area served by the partnership to evaluate the effectiveness of the partnership’s teacher and educator support system. **
A description of the induction program activities that demonstrates that the schools and departments within the IHE that are part of the induction program will effectively prepare teachers, including providing content expertise and expertise in teaching, as appropriate.
Develop protocols demonstrating the partnership’s capability and commitment to, and the accessibility to and involvement of faculty in, the use of empirically-based practice and scientifically valid research on teaching and learning.
Prepare inservice and preservice teachers to implement literacy programs that incorporate the essential components of reading instruction.
Design and implement a year-long and rigorous teaching preservice clinical program component.
Prepare general education teachers to teach students with disabilities, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act (IDEA).
Prepare general education and special education teachers to teach limited English proficient students.
Design for a School of Pedagogy (Research Based Practices) Foundations Methods of Instruction Standards Based Learning Differentiated Instruction Teacher Dispositions English Language Learners Response To Intervention Teacher Effectiveness Clinical & Internship Experiences Mentoring Induction/Residency Programs