ERIC Number: ED052140
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
Training Instructional Teams for a Differentiated Approach to Learning: A Description of a Teacher Education Project Within the Secondary Teacher Education Program.
Stanford Univ., CA. School of Education.
The program focuses on the interaction among roles, aptitudes, and instructional functions of teachers. The goals of the program are to 1) train pre- and inservice teachers to work in instructional teams, 2) improve pupil achievement, 3) involve the local community in all phases of team activity, 4) develop a curriculum to train teachers to work in instructional teams. The project is an integral component of the Stanford University Secondary Teacher Education Program (STEP). Three instructional teams are working in local public schools, one with low income Mexican-American students, one with low income Negro and Oriental students, and one with middle income Caucasian students. Each team includes preservice trainees, master teachers who are members of the teacher education program staff, and experienced teachers. An evaluation model derived from systems analysis is used as a means for reducing the complex interaction of role-function-aptitudes to manageable units which can be evaluated at three levels of decision making: project, institutional, and extra-institutional. A major outcome of the project is reflected in the development of group process problem-solving protocol materials. These materials are designed to serve as a curriculum for teachers who are learning to work in instructional teams differentiated by teaching role and responsibility. (Author/MBM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Stanford Univ., CA. School of Education.