A Professional Year Program Pilot: Designed To Empower Educators in School Renewal.

Autor/inn/en	Cole, Donna J.; und weitere
Titel	A Professional Year Program Pilot: Designed To Empower Educators in School Renewal.
Quelle	(1996), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Educational Improvement; Elementary Secondary Education; Faculty Development; Field Experience Programs; Higher Education; Partnerships in Education; Pilot Projects; Preschool Education; Preservice Teacher Education; Professional Development Schools; School Community Relationship; School Districts; Student Teacher Supervisors; Student Teachers; Teacher Interns + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Pilot project; Modellversuch; Pilotprojekt; Pre-school education; Vorschulerziehung; Lehramtsstudiengang; Lehrerausbildung; School district; Schulbezirk; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	"Partners Transforming Education: School-University-Community," is a project of the Wright State University College of Education and Human Services (Ohio). The model brings together representatives of the PreK-12 sector, the university at large, and the community to work collaboratively in building a program that will prepare more qualified teachers and renew PreK-12 and higher education faculties and administrators. The Professional Year Pilot Program (PYP), conducted with the Fairborn (Ohio) City School District, is a key element in the program. Following an initial workshop, 25 interns were selected to participate in the PYP class, which began in the 1995 summer term with two academic courses and limited field experience. Students spent the fall primarily at the district schools; three of the four academic courses were taught cooperatively in the schools by one university instructor and three district teachers. During the winter and spring terms, students focused on field experience. During the summer 1996 term, students are expected to complete their professional portfolios and intern exhibition videos and prepare for the Inquiry Projects they will conduct during their entry year of teaching. In a preliminary evaluation, interns indicated they valued all field experiences, and bonded with each other to provide support groups; teachers indicated that the interns made a major difference in PreK-12 students' lives; university faculty experienced the real world of day-to-day teaching. Interns' portfolios demonstrate teaching proficiency in five crucial areas, and their exhibition videotapes display commitment and ability to teach. Appendices include the Partnership Agreement, Interim Policy Statement, outlines of the Partners Transforming Education Professional Development Workshop; admission application; PYP interview questions; evaluation form; class schedules; and attendance policy. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC