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This paper discusses a reform project (The Professional Development System: Collaboration for Quality Education) collaboratively developed by the University of North Carolina at Wilmington and the Brunswick and Duplin County (North Carolina) public school systems. The project takes a systems approach to changing the way teachers are educated and draws upon theoretical frameworks from the areas of organizational reform, adult learning, professional development of educators, and clinical supervision. Four goals guide program design and implementation: (1) to improve public school classrooms; (2) to improve teacher education, particularly student teaching and field-based components of methods courses; (3) to improve school/school system and school of education practices; and (4) to change the student teaching supervision model to learner-centered supervision. Program activity is centered in elementary clinical sites. Narrative statements from program graduates, classroom teachers, public school administrators, field-based teacher educators, and university faculty supply glimpses of program operations. Findings related to the impact on schools, teachers, preservice teachers, and teacher education programs are presented, and implications of the results are discussed. The professional development system incorporates formative and summative evaluation strategies, including interviews and a follow-up study of graduates that considered employability, licensure, and assessment of program graduates by employing principals. In general, results suggest that the program is working. (Contains 45 references.) (IAH)

Descriptors: Administrator Attitudes, Clinical Supervision (of Teachers), Cooperating Teachers, Elementary Education, Faculty Development, Higher Education, Inservice Teacher Education, Partnerships in Education, Preservice Teacher Education, Professional Development Schools, Student Teacher Supervisors, Student Teaching, Systems Approach, Teacher Attitudes, Teacher Collaboration, Teacher Education Curriculum











Autor: Hayes, Hathia; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10697&id=ED400229







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