Implementing A Research-Based Clinical Model
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Implementing A Research-Based Clinical Model






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Implementing A Research-Based Clinical Model Implementing A Research-Based Clinical Model Presentation Transcript

  • From Theory to Practice Implementing A Research-Based Clinical Model Dr. Rebecca L. Nelson School of Education
  • 2009-10 Professional Studies Group Included all SOE faculty and staff.
  • The Book ClubNote special signed greetings from Linda Darling-Hammond.
  • To the Education Faculty of North ParkUniversity:With great appreciation for the work youdo on behalf of our teachers and our kids.Linda Darling-Hammond
  • Three Problems in Learning to Teach• The “Apprenticeship of Observation”• Enactment• Complexity – Darling-Hammond, pp.35-41
  • Common Components of Powerful Teacher Education• Though each program had its own plan, there are seven common features.
  • 1. Common, clear vision of good teaching• Permeates all coursework and clinical experiences
  • 2. Well-defined standards of practice and performance• Used to guide and evaluate coursework and clinical work.
  • 3. Curriculum• Grounded in knowledge of child and adolescent development, learning, social contexts, and subject matter pedagogy• Taught in the context of practice.
  • 4. Extended clinical experiences• Carefully developed to support ideas and practices presented in simultaneous, closely inter-woven coursework.
  • 5. Explicit strategies• Confront own deep-seated beliefs and assumptions about learning and students• Learn about the experiences of people different from themselves.
  • 6. School and university links • Strong relationships • Common knowledge • Shared beliefs
  • 7. Study real problems of practice through:• Case study methods• Teacher research• Performance assessments• Portfolio evaluation
  • 2010-11 Professional Studies Group Included all SOE faculty and staff.
  • Dr. James Banks visits NPUDr. James Banks visited North Park University’s School ofEducation on November 10, 2010. All faculty and studentswere involved in his visit.
  • A Multicultural Curriculum• Helps students master high levels of knowledge.• Better understand race and ethnic relations.• Develop skills to make reflective personal and public decisions. » Banks, p. 55
  • Ethnic Studies• Includes groups of color, e.g., Asian Americans, American Indians and African Americans.• Also includes European American ethnic groups, e.g., Jewish Americans, Polish Americans, and Italian Americans. » Banks, p.14
  • Levels of Integration of Ethnic Content
  • Level 4 Social Action Approach• Students make decisions on important social issues and take actions to help solve them. – Banks, p. 19
  • So what?
  • Clinical Experiences Review Committee 2010-11•SOE Faculty Committee reviewedvarious clinical models.•Recommended that the Framework forTeaching be adopted by the School ofEducation.
  • Action taken• The School of Education officially adopted Charlotte Danielson’s Framework for Teaching as its clinical model.• Led to the 2011-12 year of professional development on Danielson.
  • 2011-12 Professional Studies Group
  • Monthly meetingsThe School of Education faculty engaged in monthlymeetings to engage deeply in the Danielson model.
  • Danielson Four-Square Chart
  • Program Re-DesignUsing the Illinois Professional Teaching Standards to re-structure our Foundations courses
  • Questions for future• What is the TPA?• How does the TPA align with Danielson?• How do we incorporate practices throughout our program to prepare students to successfully complete the TPA?• How do we align with the program re-design for ISBE?
  • Bibliography• Banks, James. Teaching Strategies for Ethnic Studies. C.2008. Boston: Pearson Education, Inc.• Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. C. 2007. Alexandria, Va.: Association for Supervision and Curriculum Development.• Darling-Hammond, Linda. Powerful Teacher Education. C. 2006. San Francisco: Jossey-Bass.