Substantive Collaboration in a Learning to Teach SystemReport as inadecuate




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Issues in Teacher Education, v12 n2 p55-64 Fall 2003

The newly developed "Learning To Teach System" for the preparation of teachers in California and the accompanying standards (referred to as the "2042 Standards" since they were derived from Senate Bill 2042 (SB 2042) passed by the California Legislature in 1998) have changed the way some California educators perceive the differentiated roles for preparing California's new educators. Many institutions of higher education (IHEs) and their partners in the P-12 community seem to have embraced the notion that SB 2042 is a "system" of preparation that, to work effectively, must involve subject matter preparation of would-be teachers, preparation in pedagogical knowledge and skill, integration of those into the first years of teaching, and have that early teacher preparation build toward advanced preparation. On-going professional development may focus on teacher needs and involve preparation for national board certification, advanced degrees, specialist credentials, or further preparation in pedagogy. Another major emphasis is professional development programs designed to increase student performance in the academic content areas (e.g., AB 466, the mathematics and reading professional development initiative). It appears there are some basic understandings about collaboration that everyone who wishes to form a partnership to deliver an articulated, coherent "system" of teacher preparation needs to consider. The collaborative partners need to reach agreement about a common goal or goals of their efforts to work together. The idea of a partnership between IHEs and induction programs was designed to assist the transition from the previous way of doing business where there was a distinct separation between preservice teacher preparation and induction to an integrated system of preparation as called for in SB 2042. This local partnership, designed to make the philosophical and pragmatic transition to SB 2042, was named the Northeastern California SB 2042 Transition Team (Transition Team). This article discusses Northeastern California SB 2042 Transition Team's history, accomplishments, and future activities and also the impacts of collaboration.

Descriptors: Credentials, Preservice Teachers, Colleges, Cooperation, Professional Development, Pedagogical Content Knowledge, Teacher Education, State Standards, Educational Legislation, Knowledge Base for Teaching, Partnerships in Education, Transitional Programs

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Author: Richmond, James; Turner, Nancy; Janicki, Terence; Szychulda, Cathy; Forbes, Tom; Hackett, Karen

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5433&id=EJ853003



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