Maryland Outcomes for Teacher Preparation

The First Sixty Hours

 

 

Teacher Education Articulation Committee

2001

 

Maryland Outcomes for Teacher Education

Introduction

Colleges of education in Maryland and the community colleges that send transfer students to these colleges are in the process of planning and reorganizing their programs to conform to the National Council for Accreditation of Teacher Education (NCATE) standards.

A consensus has developed over the past two decades, informed by research, and tested through practice, about what qualities of knowledge and skill, or what performances the nation expects of teachers.

In 1996 the National Commission on Teaching and America’s Future issued a report, What Matters Most: Teaching for America’s Future.

These ideas are exhibited in the work of the National Board for Professional Teaching Standards (NBPTS) for recognizing accomplished teachers and of The Interstate New Teacher Assessment and Support Consortium (INTASC) for teacher licensure.

The NCATE Elementary Drafting Committee sought to make its work comparable with INTASC and the states as they developed licensure standards. The text of the NCATE standards is taken principally from language of INTASC and (1) elaborates in the development standard, (2) provides additions in the curriculum section emphasizing underlying concepts, structures, and modes of inquiry for elementary teaching subject knowledge, and (3) gives separate emphasis to families in the professionalism standard.

The Maryland State Department of Education requires program congruence with NCATE standards. The Maryland Higher Education Commission has NCATE standards as part of the Redesign of Teacher Education.

 

 

Foreword

In the fall of 1999 the Chief Academic Officers Intersegmental Group (CAO) appointed a Teacher Education Articulation Committee (TEAC) and charged it with finding a means of establishing seamless transfer between two and four-year colleges in the area of teacher education. After many meetings and intense deliberations, it was decided to seek a new route to articulation. Rather than designate a set of courses that would transfer the committee, recognizing the current conceptualization of teacher preparation to be in terms of outcomes, chose to designate a set of outcomes that correspond to the foundational first two years of undergraduate preparation. It would therefore be the task of the individual institutions to organize a program of study for teacher candidates that would meet the designated outcomes.

The outcomes are based on the NCATE Program Standards for Elementary Teacher Preparation that follows. The standards specify what teacher candidates should know, use, and be able to apply. The characteristic of the first half of teacher preparation that distinguishes it from the second half, is a foundational curriculum. During the first sixty hours the student constructs an understanding of terms and concepts and applies them through problem solving and reflection. The content of the general education curriculum is completed. An understanding of schools, the nature of schooling, the meaning of learning, and the social, psychological, and stages of development is attained. Students have the knowledge and skills to effectively communicate and a mastery of content supportive of elementary and middle school teaching. Students are then well prepared to engage in knowledge and skill building related to the art and practice of teaching.

In the summer of 2000 a group of thirty-four faculty and administrators, appointed by their colleges, wrote outcomes deemed appropriate for the first 60 or so credits of teacher preparation. The writers organized themselves into content area groups and concentrated on the standards that addressed their area of expertise. Additional faculty completed the task in the fall of 2000. The colleges and their representatives on the committee are listed on the following page.

The writing of the Outcomes for Teacher Education was supported by grants from the Maryland Higher Education Commission, the Maryland State Department of Education, and the Pew Foundation through the University System of Maryland.

 

 

Outcomes Writing Committee

Allegany College

June Bracken

Bowie State University

Katherine Henry

Baltimore City Community College

Kirk DeBeal

Columbia Union College

Barbara Rodenberg

Carroll Community College-

Libby Little*

Cecil Community College-

Thomas Topping

Chesapeake Community College

Willie Woods

College of Southern Maryland

Patrick Allen

Community College of Baltimore County

Maureen McDonough*, Vince Chilemi, Gayla Sanders

Coppin State College

Joseph Durham

Frederick Community College

Janice Wright

Frostburg State University

Susan Arisman, Vaughn Snyder

Goucher College

LeJerne Cornish

Hagerstown Community College

Michael Parsons

Harford Community College

Sheila Allen*

Howard Community College

Fran Kroll*

Montgomery College

Ginny Buchner

Mount St. Mary’s College

Jack Campbell

Prince George’s Community College

Patricia Basili*, Iva Toler, Richard Wojciechowicz, Bernard Smolen, Barry Berube

Salisbury State University-

Beth Barnett, John Bing, Debra Thatcher*, Laurie Andes, Joel Jenne, Keith Conners

Towson University

Lynn Cole, Karen Robertson

University of Maryland College Park-

Richard Jantz, Julianne Ferris*

Villa Julie College

Bonnie Kuncl

Maryland Higher Education Commission

Connie Cox

Prince George’s County Public Schools

Michael Schaffer

*members of the writing sub-committee

 

Members of the TEAC Committee:

Dennis Hinkle, Towson University (Co-chair), Pat Basili, Prince George’s Community College, (Co-chair), Maureen McDonough, Community College of Baltimore County, Richard Jantz, University of Maryland College Park, Susan Arisman, Frostburg University, Beth Barnett, Salisbury University, Libbly Little, Carroll Community College, Fran Kroll, Howard Community College, Ron Kepple, Hagerstown Community College, Ellyn McLaughlin, Anne Arundel Community College, Janice Wright, Frederick Community College, LeJeune Cornish, Goucher College

 

Co-Chairs of the Chief Academic Officers Intersegmental Group:

1999-2000

Michael Kiphart, Maryland Independent College and University Association

Vera Zdravkovich, Prince George’s Community College

 

2000-2001

Teri Hollander, University System of Maryland

Eugene Hall, Allegany College

 

 

 

National Council for Accreditation of Teacher Education

Content Standards

Development, learning, and motivation

1. Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge and motivation.

Central concepts, tools of inquiry, and structures of content

2a. Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students' competence in subject matter and skills for various developmental levels;

Curriculum

2b. English language arts - Candidates demonstrate a high level of competence in use of the English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas;

2c. Science - Candidates know, understand, and use fundamental concepts in the subject matter of science, including physical, life, earth, and space sciences- as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy;

2d. Mathematics- Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics, and probability, and algebra in order to foster student understanding, and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data;

2e. Social studies - Candidates know, understand, and use the major concepts and modes of inquiry from the social studies - the integrated study of history, geography, the social sciences, and other related areas- to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

2f. The Arts - Candidates know, understand, and use- as appropriate to their own knowledge and skills - the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students;

2g. Health education - Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice skills that contribute to good health;

2h. Physical education - Candidates know, understand, and use Bas appropriate to their own understanding and skills C human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

2i. Connections across the curriculum - Candidates know, understand, and use the connections among concepts, procedure, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, tools, and ideas to real world issues.

Instruction

3a. Integrating and applying knowledge for instruction - Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community;

3b. Adaptation to diverse students - Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

3c. Development of critical thinking, problem solving and performance skills - Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills;

3d. Active engagement in learning - Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

3e. Communication to foster learning - Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

5a. Practices and behaviors of developing career teachers - Candidates understand and apply practices and behaviors that are characteristic of developing career teachers;

5b. Reflection and evaluation - Candidates are aware of, and reflect on, their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally;

5c. Collaboration with families - Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children.

 

 

National Council for Accreditation of Teacher Education

Unit Standards

1. CANDIDATE PERFORMANCE

Standard 1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students’ learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Standard 2. Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on the applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

II. UNIT CAPACITY

Standard 3. Field Experience and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

Standard 4. Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.

 Standard 5. Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

Standard 6. Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

 

Content Area Outcomes Standards

English Language Arts (HTML, Word)

Science (HTML, Word)

Mathematics (HTML, Word)

Social Studies (HTML, Word)

The Arts (HTML, Word)

Health Education (HTML, Word)

Physical Education (HTML, Word)

Diversity (HTML, Word)

Social and Psychological Foundations (HTML, Word)