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TEACHER EDUCATION

TEACHER EDUCATION. 2004-2005. I made it through my first year!. Reminding Myself – The Start of a School Year. Look to my teaching Value what’s creative and possible in my teaching Try something new Examine what I’m teaching about teaching. Look to my individual professional goals

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TEACHER EDUCATION

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  1. TEACHER EDUCATION 2004-2005

  2. I made it through my first year!

  3. Reminding Myself – The Start of a School Year • Look to my teaching • Value what’s creative and possible in my teaching • Try something new • Examine what I’m teaching about teaching

  4. Look to my individual professional goals • Do something creative and revitalizing in my writing, research

  5. Balance my need for autonomy with the necessity for the collective • Open office doors • Find peers to write with, collaborate with, observe my teaching • Collectively problem solve

  6. Find more colleagues in the community and in the schools • Who are my teacher collaborators? Community organization collaborators?

  7. Return to last year’s question • What does an FAU graduate look like?

  8. Add Provost John Pritchett’s questions/charges to us: • 1) What are you doing that perhaps you should not be doing? • 2) What are you not doing that perhaps you should be doing? • 3) What do you want to be known for?

  9. So….. • What’s new in Teacher Education?

  10. Eleven new faculty members with more searches (senior level and CTIs) pending and already funded by the Provost • A new distributed leadership structure in its ‘pilot’ phase this year • Several new, though small, sources of funding support in the department for faculty and program research, planning, adjunct professional development

  11. SO………. We need to have conversations this year about NCATE that are ‘in English’ (Thanks, Don Ploger)

  12. GETTING STARTED WITH NCATE • Look for critical assignments in all sections of the courses you teach • What’s crucial? • What should all instructors teaching that course assess?

  13. Update syllabi, using new format with our conceptual framework (focusing on just a few EAPs, NCATE standards and conceptual framework indicators for each course – avoid laundry lists)

  14. Begin to develop rubrics/assessments for the critical assignments

  15. Leadership Team of Program Coordinators and Chair will: • Work with College and NCATE Steering Committee to bring you the latest • “Map” /crosswalk of critical assignments and EAP’s/NCATE standards in our dept. courses • Examine conceptual framework to begin discussion of how to assess in our programs

  16. Chair will: • Try to make sure we don’t reinvent the wheel – use assessments in more than one place – SACS, IPEP (whew) • Write those reports with your input!

  17. Research Support Ideas for 2004-2005 from Leadership Team • Brown Bags on all campuses • Office of Sponsored Research session for faculty – tailored to DTE – session open to Graduate Students as well • Support for publishing/writing groups among faculty

  18. Distribution of current doctoral student list to all faculty • Grad Assistants (GAs) and Research Support Instructors (RSIs) • Involvement of grad. students in faculty-sponsored research resulting in presentations at the March, 2005 Graduate Research Symposium, conference travel, co-publication with faculty

  19. More faculty on Graduate Faculty roster • Faculty Research Sabbaticals (proposed by Dean – in process)

  20. Funds are available for: • Program area retreats for grant writing purposes

  21. It’s a new year. • Let’s make it count.

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