Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14,

Program Ownership Inspires Self-Reflection

Kirk Minnick, TxCETP EvaluatorKit Price Blount, TxCETP PD

Teacher Prep PI MeetingAlexandria, VAMarch 14, 2004

DUE #9987332

- Texas A&M Univ.-Kingsville

- Texas A&M Univ.-Corpus Christi

- Texas A&M Univ.-Commerce

- Texas A&M International Univ.

- Texas A&M University

- Angelo State University

- Tarleton State University

- Texas Woman’s University

- West Texas A&M University

- Prairie View A&M University

TxCETP Partner Campuses

TxCETP Goals

Texas Collaborative for Excellence in Teacher Preparation

• Course Reform to reflect learner-centered pedagogies

• Recruit more undergraduate students (especially African-American and Hispanic) to STEM teaching

• Support for Preservice and Novice Teachers to increase retention and quality

• Strengthen Systemic Reform Connections to maximize alignment and impact

Course Reform

Guiding Question

Texas Collaborative for Excellence in Teacher Preparation

• What are science and mathematics professors’ understandings and perceptions about elements of reformed teaching in undergraduate courses?

• 3-day TxCETP Forum, May, 2002

• 57 participants -- gallery walk to brainstorm examples that characterize a “reformed” course (trends reflected in , e.g. NCTM, 1991; AAAS, 1990, 1993;NRC, 2000, 2001, Bransford, 2000):

– Course design– Prior and new knowledge– Student work– Reflection and assessment– Instructional materials and technology– Multiple representations– Instructional strategies– Learning environment– Problem solving

Collaborative Design Process

• Workshop leaders clustered participants’ lists into course reform indicators with supporting evidence for each:– Course syllabus– Instructor feedback– Student feedback – Class observations– Student learning products– Assessments

• 5 levels of implementation identified:– Considering. . . Planning . . . Initiating . . .Implementing . . . Refining

Collaborative Design Process

Texas Collaborative for Excellence in Teacher Preparation

• Faculty and Student surveys administered Fall, 2002 and 2003

– Faculty receive: • feedback on their course(s) • aggregated Collaborative results

• Elements of Effective Instruction guide proposal-writing for funding on TxCETP campuses

Implementation of Vision Instrument

Texas Collaborative for Excellence in Teacher Preparation

• Identify strategies for:– Examining and closing gaps between what students

experience and what professor intended they experience– Moving along the course reform continuum – Addressing difficult issues that are illuminated as a result

of the course survey process

• Create environment on our campuses for critical self-reflection and evaluation for the improvement of undergraduate instruction

Closing the Loop and Some Next Steps

Please visit and send us your comments:

http://www.sci.tamucc.edu/txcetp