Robin BurdenRebecca Libler

Diana QuatrocheSharron Watkins

Beth Whitaker

Core beliefs We believe in the integration of

theoretical and experiential learning.

We believe our most basic product is a high quality education.

We believe that we must assimilate new knowledge into teaching through dynamic partnerships.

Research—Art Levine◦ “Today, the teacher education curriculum is a

confusing patchwork. Academic instruction and clinical instruction are disconnected.” (Levine, p 26).

Recommendations from Levine ◦ “Transform education schools from ivory towers

into professional schools focused on classroom practice.” p. 104

Levine, A. (2006). Educating School Teachers. The Education Schools Project.

Teachers need to understand more than content. They need an understanding of their students and how the content affects them as well as how to use the strengths that the students bring to school and build upon them. Thus, successful teaching is a combination of content knowledge and dispositions.

Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

Sponsored by Project: PRE ◦ Project: Partnering to Reform Education

Travel to Emporia State University◦ Emporia, Kansas◦ 1 of 4 exemplary programs discussed in Levine’s

work

They were preaching to the choir!

How can we generalize what we’ve learned to Indiana State University?

The TOTAL program restructures the sequencing of courses and establishes a professional semester prior to student teaching.

Deeper, richer clinical experiences (experiential learning)

Early and continuous contact with faculty (personal attention)

Work with local schools to better prepare candidates for the job market (dynamic partnerships)

Reconfiguring courses and offering them earlier in students’ careers in order to have early and continuous contact with preservice teachers

Rearranging offerings◦ Students in the TOTAL program attend classes on

Mondays only and only for part of the semester. The rest of the time is spend in the schools from bell to bell

ISU Faculty◦ Weekly meetings since 11/2006◦ 2 faculty retreats

PDS Faculty◦ 2 day training during summer 2007

Preparing for Change◦ Invited Emporia State Faculty for Discussions◦ Multiple Conversations with School Corporation

Faculty

Coaching Teachers

Interns

Our students benefitted greatly

PDS Coaching teachers worked with our students and saw benefits for their students

Training of more Coaching Teachers

Training University Faculty in the Coaching Model of supervision

Course changes/additions

Transition from traditional program to TOTAL for all students by Fall 2009

Increasing the number of participating schools

Questions?

Powerpoint available (Monday) at:

www.coe.indstate.edu/pdsconference