Hi Sue, Assignment for week 6 is attached. Thank you once again for allowing me an extra day to turn it in. It has been an absolute pleasure to have you as instructor. Tom

1. The Future of Community-Based Services and Education
Tom Rahimzadeh
AET/508
August 28. 2017
Susan Kater

2. The Future of Community-Based Services and Education
Discussion:
• Due to gigantic importance of teacher education and because there has been never
ending debate about form and content of teacher preparedness on one hand, as well as
the availability of resources, I have selected this topic. Although the discussion is taken
place in 2006, it has not lost its relevance to this date, as the concerns and suggestions
set forth will continue to be subject of dialogue and provide impetus to reform in the
future. It is also presented that just as in African proverb “it takes a village to raise a
child”, it is necessary for educators to form the broadest forms of collaboration with
their community, an alliance with promising potential.

3. The Future of Community-Based Services and Education
• Problem:
• “Practice of school district– based preservice teacher education programs has
been common practice in large urban districts in the United States, such as in
Los Angeles, New York, and Houston, for some years now.
This practice has led to disparity in and lack of a coherent set of standards.
• There is the issue of the need to improve conditions in these urban schools for
teachers so that more teachers will be successful.

4. The Future of Community-Based Services and Education
• Problem:
• “The allocation of shrinking school district resources toward providing the expensive testing
apparatus required by the No Child Left Behind Act of 2001 has negatively affected
professional.”
• “Development for staff in many school districts across the country” (Randi & Zeichner, 2004).
• “The legitimacy of education schools to engage in preparing teachers for our nation’s schools is
under question in an intense way.”

5. The Future of Community-Based Services and Education
• Problem:
• The troubled history of teacher education in universities in the United States and the reluctance
of tenure-track faculty to pour their intellectual energies into offering the best teacher
education programs possible because of the lack of rewards for this work has been well
documented by a variety of scholars (e.g., Clifford & Guthrie, 1988; Goodlad, 1990; Labaree,
2004; Schneider, 1987).

6. The Future of Community-Based Services and Education
Solution:
• “society as a whole needs to invest more heavily in public education and teacher
education.”
• “Reallocate societal resources to better support the conditions in the larger community
that will make educational success for teachers and their pupils more likely, such as access to
housing, health care, jobs that pay a living wage, and so on.”
• “There is the issue of the need to improve conditions in these urban schools for teachers so that
more teachers will be successful.”

7. The Future of Community-Based Services and Education
Solution:
• “work to reframe the debate about “traditional” versus “alternative” programs.”
• “broaden the goals of teacher education beyond raising scores on standardized
achievement tests and broaden our vision for teachers beyond compliant implementers of
teaching scripts.”
• “Change the center of gravity of teacher education programs so that the connections between
universities, schools, and com-munities in the preparation of teachers are stronger and less
hierarchical.”
• “Take teacher education seriously or do not do it.”

8. The Future of Community-Based Services and Education
Solution:
Professional development school partnerships, paying cooperating teachers a
decent wage for their important role in mentoring student teachers, or funding
expert K-12 teachers to spend time on college and university campuses working
alongside university faculty in teaching methods and content courses, we might get
more quality in teacher preparation than we are now getting from some of the
hyper-rationalized accountability systems that we have been required to create as part
of state and national approval and accreditation processes.

9. The Future of Community-Based Services and Education
Solution:
“In the context of school and university partnerships, there is growing empirical
evidence that novice teachers are helped to acquire in some forms of community
field experiences the kind of knowledge, skills, and dispositions teachers need to b
e successful in today’s public schools” (e.g., Boyle-Baise & McIntyre, in press; Zeichner &
Melnick, 1996).

10. • Bibliography
• (Journal of Teacher Education, Volume: 57 issue: 3, Issue published: May 1, 2006, Zeichner, Ken, pp.
326-340)
• DOI: https://doi.org/10.1177/0022487105285893
• Retrieved from:
http://journals.sagepub.com.contentproxy.phoenix.edu/doi/abs/10.1177/0022487105285893