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
