Teacher Preparation Program Coherence

A Presentation for Teaching Works

Etta R. Hollins

University of Missouri, Kansas City

November 4, 2015

© Hollins 20151

Coherence:

P-12 Curriculum

Content Knowledge

LearnersLearning

Professional Knowledge

Context Teaching Practice

2

Coherence

Habits of Mind

Subject Matter Knowledge

Professional Competence

3

Taking charge of change

Confronting the problem of coherence

4

Powerful Teaching

Teacher Education

Teaching Practices

Student Learning

5

Public High School Graduation

Rate

6

High School Graduation Rate

HRace

7

NAEP 12th Grade Proficiency

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The High School Preparation and College Expectation Gap

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What sequence of learning experiences enable candidates to

contextualize teaching practices to facilitate learning for different

groups of students in a variety of school and classroom settings?

What evidence can be used to verify that candidates’ are able to

contextualize teaching practices for different groups of students in

a variety of school and classroom settings?

What interventions can be employed when candidates are unable

to contextualize their professional practice for different groups of

students in a variety of settings?

What Experiences Best Support Learning Teaching?

10

Teacher Preparation Program Qualities

Coherence

Continuity

Consistency

Integrity

Trustworthiness

11

Coherence in Program Design

Philosophical Stance

Theoretical Perspective

Epistemic Practices

Curriculum Content

Teaching Process

12

Philosophical Stance for Teacher

Preparation

PurposeVision

CommitmentResponsibility

BenefitMeaning

13

Philosophical Stance

PurposeProgram Design

14

Philosophical Stance

Candidate selection

Program design

15

Theoretical perspective on Learning Teaching

Explaining

AssessingAdjusting

PredictingPlanning

16

Perspectives on Field and Clinical Experiences

Representation/ Approximation

Cognitivist

Interpretive process

Constructivist

17

Comparison of perspectivesRepresentation/

approximation

Reflection

Modeling/

Representation

Observation

decomposition

Practice/

approximation

Interpretive process

Analysis

Focused Inquiry

Directed Observation

Guided Practice

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What theoretical perspective on learning serves as a

framework for the courses and field experiences in your

program?

What assignments or experiences in courses and field

experiences provide evidence of the adopted theoretical

perspective on learning?

How are assignments or experiences linked across courses

and field experiences to provide program coherence?

Theoretical perspective on learning to

teach

19

Epistemic Practices for Learning Teaching

Habits of Mind

Professional Procedures

Professional Practices

20

Epistemic Practices Example

Learning Teaching

Guided Practice

Focused Inquiry

Directed Observation

21

Curriculum for Learning Teaching

Subject Matter

Pedagogy

Learning

Learners

Accountability

ProfessionalCommunity

22

Clinical and Field Experience Content

Subject Matter

Pedagogy

Learning

Learners

Accountability

ProfessionalCommunity

23

Facilitating Learning

Learner

Subject Matter

& Skills

Social Context

Perspective on Learning

Learning Experiences

24

Facilitating Learning: Clinical Rotations

Whole class

Small groups

Individual

25

The Teaching Process

Planning

Enacting

Interpreting

Translating

26

Coherence: Integrity and Trustworthiness

Learning Teaching Teaching

Focused Inquiry

Directed Observation

Interpreting (Guided Practice)

Translating (Guided Practice)

Planning

Enacting

Interpreting

Translating

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Debriefing a Learning Segment

Traditional Student Teaching

Debriefing

What worked?

What did not work?

What would you change or do

differently in the future?

Interpretive Clinical Practice

Debriefing

Did all of the students meet the learning

objectives?

If not, which students struggled? What

part of the learning experience was

problematic? Did students have

misconceptions or gaps in their prior

knowledge that caused problems? What

experiences will help these students

meet the learning objectives?

What did you learn about the students?

How will you use this new knowledge

about your students to plan future

learning segments?

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Coherence:

Philosophical Stance

Content Knowledge

Theoretical Perspective

Professional Knowledge

Epistemic Practices

Teaching Practice

30

Coherence

Habits of Mind

Subject Matter Knowledge

Professional Competence

31

Vision for the Teaching Profession

A vision for the teaching profession where:

Teachers foster excellence for all students in all areas of

development regardless of their race, social class status, or life

conditions;

All students have equitable access to high quality, meaningful,

and productive learning experiences; and

Teachers and teacher educators earn the public trust through

the quality of our work and excellence in the performance of

our students.

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In the final analysis, teaching

is a high-stakes practice.The citizens of this nation have entrusted us with their most precious resource, and for this reason a large portion of the future of this nation is in our hands. We have accepted responsibility for developing the academic and intellectual resources on which the nation depends and that determine the future; promoting the national core values; and developing in future generations the virtues of self-reliance, honesty, integrity, and service to others.

Every man, woman, and child in this nation depends on our success.

Failure is not an option!

Etta Hollins, 2015

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