-- Welcome --NCATE/IPSB

Board of Examiners_________________

Purdue University

Teacher Education Programs

-- Welcome --NCATE/IPSB

Board of Examiners• Barbara Fuhrmann, Chair

Louisiana State University

• Ronald J. BonnstetterUniversity of Nebraska at Lincoln

• Mark B. GoorGeorge Mason University

• Gordon HorgenWinner, SD

• Patricia J. LarkeTexas A & M University

• John M. JohnstonUniversity of Memphis

• Mary Glenn RinneIPSB State Consultant

• Pamela SandovalState Team Chair, Indiana University NW

• Elizabeth JaredIndiana State University

• Neva SchwartzGeneva, IN

• Jan BakkenNEA Representative

Purdue University• National/international

reputation • Strong commitment to

Land Grant mission• Strong focus

on strategic planning• Strong partnerships with

content area departments in other schools ENGAGEMENTENGAGEMENT LEARNINGLEARNING

DISCOVERYDISCOVERY

TheTheNext Level:Next Level:

PREEMINENCEPREEMINENCE

The Next Level: PreeminencePurdue Strategic Plan 2001-2006

• ““Strengthen preparatory education through enhanced, Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.”emphasis on reading, writing, math and science.”

Key StrategiesKey StrategiesSpecific to Goal 3 (Engagement)Specific to Goal 3 (Engagement)

Purdue University Teacher Education Program Governance and Administrative Structure

Unit HeadSchool of Education Dean

Teacher Education Council

School of Agriculture School of Consumer & Family Sciences

School of Education School of Liberal Arts School of Science School of Technology

Academic Advising

Agriculture Education

Methods Field Experiences

Academic Advising

Consumer & Family Sci. Ed.

Early Childhood Education

Academic Advising

Educational Leadership

Educational Technology

Elementary Education

Gifted & Talented Education

Literacy & Language

School Counseling

Social Studies Education

Special Education

Academic Advising

Communication Disorders

Methods Field Experiences

EnglishEducation

Foreign Languages Ed.

Health/PhysicalEducation

Visual Arts Education

Methods Field Experiences

Academic Advising

BiologyEducation

Chemistry Education

Earth/Space Sciences Ed.

MathematicsEducation

PhysicsEducation

Methods Field Experiences

Academic Advising

TechnologyEducation

Methods Field Experiences

Office of Professional Preparation& Licensure Elementary Education Committee

Secondary Education Committee

Assessment Council

Office of Field Experiences

Methods Field Experiences

Purdue North Central

Graduate Studies Office

Purdue’s Program• Viewing knowledge as constructed, we provide

an inquiry-oriented approach to teacher education where teaching is made problematic and candidates engage in reflection to develop their understandings of teaching and learning

• A developmental and spiraling inquiry framework (based on Knowles & Cole, 1996) was chosen as the basis for the teacher education reforms at Purdue in 1999

• Seven core competencies, situated in the INTASC principles, guide the program

Professional Preparation Model• Strong commitment to a

professional K-12 collaboration preparation model

• Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC)

• All programs are linked to State of Indiana & professional association standards

• Based on research & best practice

Purdue’s Teacher Education Programs• Includes a set of block courses, each

block with a corresponding field experiencecalled “Theory Into Practice” (TIP)

• Reforms are aimed to achieve– Programmatic coherence through the use of

sequenced blocks– Additional, earlier, and more meaningful field

experiences through the TIPs– Additional emphasis on technology, diversity

and assessment

Blocks, Gates & Courses Assessment

Relationships Among Elementary and Secondary EducationGates, Blocks and Courses

Elementary Education

Gate A Gate B Gate C Gate D

Block I Block II Block III Block IV Block V Block VI

EDCI 205 285

EDPS 235 265

EDCI 361

EDCI 362

EDCI 363

EDCI 364

EDCI 365

EDPS 430

EDCI 466

EDCI 496

Secondary Education / Special Education

Gate A Gate B Gate C Gate D

Block I Block II Methods CoursesStudent

Teaching

EDCI 205 285

EDPS 235 265

Courses Specified by Each Program Area

Specified By

Program Area

Graduation

Blocks, Gates & Courses AssessmentEARLY CHILDHOOD EDUCATION

Strengths of the Teacher Education Program

• Historical commitment to content area learning• Respect for faculty ownership from across

campus as evidenced by joint & courtesy appointments

• Governed by Teacher Education Council (TEC) • Strong commitment to sequenced field

experiences prior to student teaching - TIPs• Continuously engaged in self study – e.g., The

Block Working Group (Nierstheimer, et al., 2004)

Knowledge of Standards• Current vs. previous Purdue student teachers –

As rated by cooperating teachers

0

10

20

30

50

60

70

80

Percent

Better Prepared Same Less Well Prepared

Technology Use• Current vs. previous Purdue student teachers –

As rated by cooperating teachers

0

10

20

30

50

60

70

80

Percent

Better Prepared Same Less Well Prepared

Instructional Strategies• Current vs. previous Purdue student teachers –

As rated by cooperating teachers

0

10

20

40

50

60

Percent

Better Prepared Same Less Well Prepared

Overall Teacher Preparation• Current vs. previous Purdue student teachers –

As rated by cooperating teachers

0

10

20

30

40

50

60

70

Percent

Better Prepared Same Less Well Prepared

Teacher Education at Purdue• Historically strong commitment

to content area learning • Strong across campus faculty

involvement and governance through TEC

• Conceptual model based on a developmental spiraling inquiry framework with competencies based on INTASC principles

• Adherence to State of Indiana & professional association standards

• Inquiry-oriented approach emphasizing reflection, research and best practice