ERIC Number: EJ1234532
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-7125
EISSN: N/A
Improving Teacher Candidate Readiness through Enhanced Articulation and Targeted Assistance
Foran, Jim; Mee, Molly
School-University Partnerships, v12 n2 p42-49 Fall 2019
A crucial part of the teacher educator's job within the context of a Professional Development School (PDS) network is to prepare teacher candidates with the necessary skills to become highly effective teachers. In order to accomplish this, they must have a common understanding of a set of standards for teacher candidates to meet, and there must be communication about the measurement of these standards. This paper describes a PDS initiative that a team of instructors piloted to facilitate internal communication about the progress of their teacher candidates and areas where they needed assistance. The tool was designed to measure progress, or lack thereof, of teacher candidates, knowledge, skills, and application of those knowledge/skills as they progressed through key courses prior to beginning their full-time internship. Results of the piloted initiative helped inform the instructors and university supervisors where they should provide additional support to ensure that the candidates are of the highest quality possible, or, if necessary, counsel ineffective candidates into a different career path.
Descriptors: Professional Development Schools, Preservice Teacher Education, Preservice Teachers, Readiness, Progress Monitoring, Standards, Articulation (Education), Student Improvement, Guides, Internship Programs
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A