ERIC Number: ED464049
Record Type: RIE
Publication Date: 2001-Feb
University-School Teacher Education Partnerships: Second-Year Progress Report, 1999-2000.
North Carolina Univ., Chapel Hill.
The University-School Teacher Education Partnerships have completed their third year. North Carolina is exemplary in its efforts to improve teacher quality, with the University-School Teacher Education Partnerships key in North Carolina's accomplishments. This report presents vignettes of each North Carolina partnership school which highlight such issues as partnership impact on schools and students; helping students meet state standards; using technology to document student growth and development; reducing achievement gaps between disadvantaged and other students; providing for diverse students; and tutoring to advance learning. Faculty efforts to improve teacher preparation are sketched in vignettes on such topics as teaching by faculty that demonstrates how they would have their interns teach, discovering that teachers can learn as they help interns learn, and connecting campus courses better to field experiences. The most notable change achieved by partnership activity is the yearlong internship, which replaces student teaching. Intern teachers are viewed as part of the school instructional staff, taking on the role of assistant teachers. Numerous programs are available to prepare school teachers who guide student and beginning teachers. The quality of collaboration between universities and schools has been renewed at several sites to make representation more equal. (SM)
Descriptors: College School Cooperation, Elementary Secondary Education, Higher Education, Internship Programs, Partnerships in Education, Preservice Teacher Education, Public Schools, Student Teaching, Teacher Collaboration, Teacher Role
University of North Carolina, Office of the President, 910 Raleigh Road, Chapel Hill, NC 27515-2688; Web site: http://www.ga.unc.edu/21stcenturyschools.northcarolina.edu.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: North Carolina Univ., Chapel Hill.