Virginia Collaborative for Excellence in the Preparation of Teachers Follow On

弗吉尼亚州卓越教师培训合作组织继续开展活动

• 批准号: 0119904
• 负责人: Reuben Farley
• 金额: $ 60万
• 依托单位: Virginia Commonwealth University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-07-15 至 2005-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0119904&HistoricalAwards=false
• 关键词: Virginia; Collaborative; Excellence; Preparation; Teachers

Through a grant from the NSF Collaboratives for Excellence in Teacher Preparation (CETP), the Virginia Collaborative for Excellence in the Preparation of Teachers has accomplished a complete redesign of the mathematics and science preparation programs for future K-8 teachers. The participating institutions (Virginia Commonwealth University, Longwood College, Mary Washington College, Norfolk State University, and regional community colleges) increased the credit hours required of future elementary school teachers from an average of 9-12 credits to an average of more than 24 and developed entirely new programs for future middle school teachers requiring substantial course work in the subjects to be taught by these teachers. In making the program modifications, the faculty completely redesigned the content and nature of instruction provided in the courses taken by future teachers. In addition, the institutions strengthened the in-school experiences provided to future teachers by preparing a cadre of outstanding current teachers to serve as Clinical Faculty in the teacher preparation programs, providing enhanced practicum, class visitation and student teaching experiences for the future teachers. Finally, a Teaching Apprentice Program was put in place at each institution to aid in the recruitment and retention of prospective teachers. A follow-on project at Virginia Commonwealth University is conducting an assessment of the classroom effectiveness of teachers prepared under the new programs. The summative evaluation is focusing on the extent to which project goals were met; the impact of the project on faculty, preservice students and participating institutions; and the effectiveness of the VCEPT teacher graduates. The project is also providing mentoring to effectively transition a group of new teachers into their profession, by assigning a Clinical Faculty Member to mentor new graduates. Virginia Commonwealth University continues as the lead institution for the follow-on proposal.

通过NSF合作的卓越教师准备工作（CETP）的赠款，弗吉尼亚州的卓越合作培训在教师准备方面的卓越合作已经完成了对未来K-8教师的数学和科学准备计划的完整重新设计。参与的机构（弗吉尼亚联邦大学，朗伍德学院，玛丽·华盛顿学院，诺福克州立大学和地区社区学院）增加了未来小学教师所需的信用时间，从平均9-12个学分到平均超过24多个学分到24多个学分，并为这些教师教授的学科需要实质性的课程而开发了全新的中学教师课程。在进行计划修改时，教师完全重新设计了未来教师课程中提供的教学的内容和性质。此外，这些机构通过准备一群杰出的现任教师来担任教师准备课程的临床教师，从而增强了向未来教师提供的学校经历，为未来的教师提供了增强的实践，课堂探访和学生教学经验。最后，在每个机构制定了教学学徒计划，以帮助招募和保留潜在教师。弗吉尼亚联邦大学的后续项目正在对根据新计划准备的教师的课堂有效性进行评估。总结性评估的重点是实现项目目标的程度；该项目对教职员工，职前学生和参与机构的影响；以及Vect教师毕业的有效性。该项目还提供指导，通过分配临床教师为新毕业生指导一群新教师将一组新教师转变为他们的职业。弗吉尼亚联邦大学继续担任后续提案的主要机构。