NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ825019
Record Type: Journal
Publication Date: 2009-Jan
Pages: 9
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0094-0771
Putting "This We Believe" into Action in Performance-Based Teacher Education
Allen, Laura Van Zandt; Ruebel, Kim K.; Greene, Melanie W.; McDaniel, Janet E.; Spencer, Vikki
Middle School Journal (J3), v40 n3 p38-46 Jan 2009
The turn of the century brought a profound change in the accreditation of teacher preparation programs. This shift--from curriculum-based reviews to standards-based reviews--took place in the context of the accountability movement of the late 20th century. The 21st century ushered in what many refer to as "a culture of evidence." From P-12 to higher education, providing evidence of learning and data-driven decision making became mandatory. This change has affected no group more than teacher candidates and those who prepare them. When the National Council for the Accreditation of Teacher Education (NCATE) adopted new standards in 2000, the National Middle School Association's (NMSA's) Professional Preparation Advisory Board rewrote the 1989 NMSA guidelines, transforming them into two programmatic standards and seven performance-based standards. An institution submitting one or more programs for recognition does so by writing a context statement, responding to the two programmatic standards, and then offering six to eight program assessments that demonstrate how candidates meet the seven performance-based standards. In the authors' collective work, they have developed, enacted, and refined more than 75 assessments and rubrics aligned with NMSA standards. These are drawn from undergraduate, post-baccalaureate, and graduate middle level programs in California, Missouri, North Carolina, and Texas. Most can be adapted for either initial or advanced levels, and many meet more than one standard. For this article, the authors describe two key assessments per standard. These range from conventional to unique and occur in university-based courses as well as field experiences. What they share is the ability to demonstrate candidate knowledge, skills, and dispositions needed for teaching young adolescents. (Contains 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Missouri; North Carolina; Texas