ERIC Number: ED209226
Record Type: RIE
Publication Date: 1981
Reference Count: 0
A Statewide Consortium of Teacher Educators: A Model for Complete Professional Control and Organization.
Weller, L. David, Jr.
Teacher education programs should be improved, and a system should be developed that will enable the teaching profession to become autonomous. A five-year multi-phase program should be implemented, with high admission standards and grade requirements, and proceed through core courses and field-based experiences to an area of specialization and student teaching in the fourth year. Teaching skills would be honed in an internship in the fifth year. At the conclusion of the internship, the student would take the state's Professional Educator Board Examination, developed by members of the profession. Upon passing this examination the teacher would receive a three-year provisional license, and full licensing would take place upon completion of the Master of Education in Teaching degree. Entry into the profession would be controlled by the professionals themselves. To this end, the policy-making prerogative currently reserved by state agencies would be transferred, through legislation, to state consortia that consist of elected representatives from both higher education and the public schools within the state. A state-wide teacher education association would then be responsible for setting the criteria for admission to the profession and for maintaining control of standards for retention. As a self-policing agency, members of the association would be accountable to the association for competent performance and maintaining public trust in the competence and integrity of the profession. (JD)
Descriptors: Admission Criteria, Governance, Higher Education, Policy Formation, Professional Recognition, Quality Control, State Standards, Status Need, Student Evaluation, Teacher Associations, Teacher Certification, Teacher Education Programs, Teacher Educators, Teacher Interns, Teacher Qualifications
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A