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Fighting the “Rising Tide” of the De-Professionalization of Teaching

Fighting the “Rising Tide” of the De-Professionalization of Teaching. The Clinical Faculty Program at the College of William & Mary. Christopher R. Gareis, Ed.D. Associate Dean for Professional Services School of Education The College of William & Mary crgare@wm.edu.

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Fighting the “Rising Tide” of the De-Professionalization of Teaching

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  1. Fighting the “Rising Tide” of the De-Professionalization of Teaching The Clinical Faculty Program at the College of William & Mary Christopher R. Gareis, Ed.D. Associate Dean for Professional Services School of Education The College of William & Mary crgare@wm.edu National Evaluation Institute Memphis, TN 2005

  2. 1983—A Nation at Risk 2001—No Child Left Behind 2001— “Competing Agendas” 2005—AERA Panel on Research and Teacher Education “Rising tide of mediocrity” “Highly qualified teacher” Mediocrity defined? Professionalization, De-regulation, & Over-regulation “Policy makers are bitterly divided over what ‘highly qualified’ means and how best to produce teachers who meet that standard.”* The “Rising Tide” and the “De-Professionalization” of Teaching *Viadero, D. (2005). Review panel turns up little evidence to back teacher ed. practices. Education Week 24 (41), 1.

  3. Assumptions • Teaching is a profession requiring the regular & constant exercise of learned judgment. • Teaching is an applied craft; thus, it must be practiced in order to be learned. • Schooling in the U.S. does not allow of OTJT; there are no wide-scale provisions for apprenticeships & teacher impact on student achievement is evident from value-added studies.

  4. Assumptions aboutField Experiences • Field experiences are integral to professional preparation. • Effective field experiences depend on multiple variables, many at the university & many in the field. • Practicing teachers play a critical role in the professional preparation of aspiring teachers. • Mentoring itself is an applied craft; experience alone does not result in effective mentoring.

  5. “Best Practice” for Selecting Cooperating Teachers?? Needs renewal points Wants a break The principal is desperate! Other Recurring Problems Blind date phenomenon Communication breakdown Learning by negative example Evaluation inflation Sweeping problems under the carpet “In the trenches” vs. “Ivory tower Mini-Me THE PROBLEMHow are Cooperating Teachers Chosen?? NOT a model of professionalism

  6. Mission of the Clinical Faculty Program To workthrough on-going collaboration and professional development among School of Education faculty and exemplary cooperating teachersin order to improve the practica and student teaching experiences of aspiring teachers in K-12 school settingsso that the most highly qualified teachers enter, remain in, and contribute to the profession,thereby resulting in improved student learning.

  7. Becoming a Clinical Faculty Member Recruitment • Holds a valid teaching license & has successfully taught at least three years. • Demonstrated content & pedagogical expertise. • Effective communication skills. • A positive attitude & a professional demeanor. • A genuine interest in preparing & supporting aspiring & novice teachers. • The ability to effectively prepare & support aspiring & novice teachers. • A willingness to work with other teacher preparation professionals. • The respect of colleagues. Training • Complete “Clinical Faculty Roles and Responsibilities” • 3-credit, graduate-level course • 2 weeks in summer • SOE programs & mentoring skills • 4 follow-up workshops during school year • Portfolio, video, SOE project • Serve as Cooperating Teacher or Mentor

  8. Capacity Building • Network of “partner schools” • 6 school divisions: 2 rural, 2 suburban, 2 urban • 15 schools: 11 elementary, 4 high schools • Lead Clinical Faculty initiative • Administrative workshop • Follow-up workshops for Clinical Faculty

  9. Benefits of Being a Clinical Faculty Member • Three graduate-level credits for CRIN 580. • Adjunct Faculty status. • Higher honorarium as a Cooperating Teacher to W&M students. • Opportunities to contribute to the improvement of the W&M teacher preparation programs. • Opportunities to network and collaborate with W&M faculty and with teachers from other schools and school divisions. • Opportunities for teacher leadership roles within school and division, including service as a trained mentor to novice teachers. • Satisfaction of knowing that you play an important role in the preparation of successful novice teachers.

  10. What We’ve Accomplished…So Far • 7 Clinical Faculty cohorts (est. 1998) • > 220 Clinical Faculty members prepared •  150 active Clinical Faculty • > 35 schools • 7 school divisions • 15 “Partnership Schools”

  11. Lead Clinical Faculty Initiative • Lead Clinical Faculty = liaison • Placements • Coordination of building-based activities • Problem-solving • 15 schools • 6 divisions • “Critical mass” of Clinical Faculty

  12. Next Steps in Evaluationof the Clinical Faculty Program • Student Teacher Perceptions (comparing Clinical Faculty with non-CF experiences) • Quality of field experiences • Impact on specific knowledge, skills, & dispositions • Intent to enter the profession • Career aspirations in education • Impact on Student Achievement • During field experiences • In service

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