ERIC Number: ED330673
Record Type: RIE
Publication Date: 1991
Reference Count: 0
Implementing the Vision: The Shared Experience in Minnesota.
Warring, Douglas F.; And Others
Teacher education is quickly evolving, reflecting the dynamic complexity and heterogeneity of U.S. society. Collaboration of state licensing agencies and university/college and school personnel is essential in pursuing creative options to meet student needs. This collaboration requires a careful examination of the roles played by each of the three groups in teacher preparation at the preservice and inservice levels. This paper, in which six presenters share perspectives from the district, higher education, and state levels, describes the development of some nontraditional models and collaborative efforts in Minnesota based on Minnesota's "Vision Document" (1986) and discusses some of the preliminary lessons learned from the process. Induction models outlined by the "Vision Document" are initiatives of the Board of Teaching that led to the development of new rules for redesigning teacher education. As in other professions, teachers must acquire knowledge, skills, and dispositions and be prepared to apply them. Standards and rules for the teaching profession must reflect both teacher preparation and teaching practice. The St. Paul Saturn program, working in collaboration with the University of St. Thomas, received a grant from the State of Minnesota and continuing support from the school district and will continue to work with students in an innovative fashion. Findings from ongoing evaluations demonstrate a continued need for assistance to mentors and mentees. (Author/IAH)
Descriptors: Beginning Teacher Induction, Board of Education Policy, College School Cooperation, Educational Change, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Internship Programs, Magnet Schools, Preservice Teacher Education, Teacher Certification, Teacher Education Curriculum
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching; Minnesota; University of St Thomas MN
Note: A critique session presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Atlanta, GA, February 27-March 2, 1991).