ERIC Number: ED156625
Record Type: Non-Journal
Publication Date: 1977-Oct
Reference Count: N/A
A Case Study: The Oregon College of Education, Teaching Research Division, Elementary and Secondary Education Program Bridging the Gap.
Oregon Coll. of Education, Monmouth.
A case study describing the evolution of teacher preparation programs in the Oregon College of Education (OCE), Monmouth, and their influence on other teacher education programs in the state from l974 to the present is presented. The study describes activities in six areas: (l) the continued evaluation of the Elementary Program at OCE, including its evolution as a context for research in teacher education; (2) the implementation of the principles of a competency based and field centered approach to the preparation of teachers in the Secondary Program at OCE; (3) the articulation of offerings in the Academic Departments with needs in the Elementary and Secondary Programs at OCE; (4) assistance provided the regulatory agency for teacher education programs in Oregon (The Teacher Standards and Practices Commission) by the OCE Teaching Research Division for Improving Instruction and Learning (OCETR); (5) the involvement of the OCETR team with the Mid Willamette Valley Consortium for Improving Education; and (6) the involvement of the OCETR team with other teacher preparation institutions in the Oregon State System of Higher Education. The theme of all OCE activities is to help teacher preparation programs, at both the preservice and inservice levels, become "outcome oriented" and "data based" in decision making. The appendices document (1) the membership and organization of the OCETR team; (2) information about the COMFIELD (Competency Based, Field Centered) model for elementary teacher education; (3) prestudentteaching experiences in the teacher preparation program; (4) instruments used for competency assessment; (5) costs, benefits, and related considerations; (6) summary of 1975-76 followup data on firstyear elementary teachers; (7) planned course statement for elementary teachers; (8) OCE competency assessment forms (secondary); (9) planned course statement (secondary); (10) planned course statements for selected secondary special method courses; (11) an overview of the secondary followup study; (l2) process standards for educational professional development; (l3) MidWillamette Valley Consortium policies, procedures, and organization manual; (l4) recommendation of the Program Planning/Budgeting Committee; (15) Oregon State System of Higher Education Task Force on Evaluative Followup. (MJB)
Descriptors: Administrative Organization, Case Studies, Competency Based Teacher Education, Decision Making, Elementary School Teachers, Evaluation Methods, Followup Studies, Goal Orientation, Higher Education, Institutional Cooperation, Instrumentation, Program Descriptions, Secondary School Teachers
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Oregon Coll. of Education, Monmouth.