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ERIC Number: ED474946
Record Type: Non-Journal
Publication Date: 2003
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
NCATE, NCLB, and PDS: A Formula for Measuring Success.
Rutledge, Valerie Copeland; Smith, Linda B.; Watson, Sandy W.; Davis, Margha
This paper explains that today's teacher preparation programs must meet the needs of tomorrow's teachers. They must be practical, experiential, and effective, and must produce educators who practice personal reflection, ongoing professional development, and lifelong learning. The Professional Development School (PDS) model addresses these needs. The PDS paradigm incorporates the most positive and realistic aspects of teacher preparation into a semester-long, full-day experience. Student teachers are placed in classrooms of real K-12 students. They learn methods and strategies of teaching along with specific ideas for classroom management. The Teacher Preparation Academy at the University of Tennessee at Chattanooga has designed and implemented a PDS model which incorporates the demands of the federal No Child Left Behind mandate as well as the NCATE standards in the areas of candidate knowledge, skills, and dispositions; assessment system and unit evaluation; field experiences and clinical practices; and diversity. University faculty have adapted their courses and presented them to students in an integrated format which resembles the educational setting in which they will work after graduation. This close alignment between universities and school systems guarantees that the end product will be well-trained, knowledgeable educators prepared for the realities of the classroom. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001