Using PLT To Reach PreService Educators

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Using PLT To Reach Pre-Service Educators

• National PLT Coordinators Conference
• June 2005
• Kay Antunez, Bora Simmons, Sally Wall, Brenda
  Weiser

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Overview

• What is pre-service?
• Why is it important?
• Types of pre-service
• Who do you talk to for each type?
• NCATE Who is this and why are they important to
  pre-service educators?

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What is pre-service?

• People interested in being educators that are
  still working on their degree or teacher
  education certification courses
• May or may not have a degree

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Why is reaching pre-service educators important?

• Often looking for new ideas
• Have time to try new activities in some settings
  (methods courses)
• Developing integrated units and PLT lends itself
  to this
• Not tainted, open to new ideas

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Types of Preservice Campuses

• University setting Community college
• Alternative certification
• Americorps

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The University Setting and Community College

• Student profile of University Setting
• Student profile of Community College

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Alternative Certification

• Profile of Alternative Certification student
• Elementary
• Secondary

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Types of Alternative Certification Programs

• State Education Agency Sponsored
• College Sponsored
• Online Certification

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How To Get In

• Universities and Community Colleges
• Alternative Certification Programs

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NCATENational Council for Accreditation of
Teacher Education

• Environmental Education Standards

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National Council for Accreditation of Teacher
Education

• Founded in 1954
• Professional accreditation of schools, colleges
  and departments of education
• Performance-based system of accreditation fosters
  competent classroom teachers and other educators
• 602 colleges of education currently accredited
  with nearly 100 more seeking NCATE accreditation.
  
• Coalition of 33 Member Organizations of teachers,
  teacher educators, content specialists, and local
  and state policy makers.
• NAAEE is a member of the coalition.

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Writing Team Members

• Louise Fleming Ohio
• Paulette Johnson - Pennsylvania
• Martha Kuntz Washington
• Tom Marcinkowski Florida
• Kathy McGlauflin Washington, DC
• Bora Simmons Illinois
• Dan Sivek Wisconsin
• Al Stenstrup Washington, DC
• Margaret Tudor Washington
• Brenda Weiser Texas
• Terry Wilson - Kentucky

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What we will be doing

• Developing environmental education program
  standards
• Providing input into the revision of the NCATE
  Unit Standards
• Providing input into the revision of program
  standards developed by other groups (e.g., social
  studies, science, elementary education)

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The standards development process

• Using a public participation process
• Develop justification for EE standards
• Determine state-by-state status of teacher
  certification/endorsement in environmental
  education
• Work with other professional organizations to
  build relationships and support
• Develop full, program review package
• Submit EE standards to NCATE

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More on the process

• Background research conducted (2002-2004)
• Informational meeting held (Spring 2003)
• Writing team formed and met (Spring 2004)
• First draft sent to small group of environmental
  education leaders to check general framework
  (June 2004)
• Initial draft available for public comment
  (November 2004)
• Writing team revises (Winter-Spring 2005)
• Second full draft available for review (Summer
  2005)

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The process (cont.)

• Writing team makes revisions based on input from
  review
• Continued review drafts available for comment
• Process continues until general agreement
  reached

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Draft Framework

• Nature of Environmental Education and
  Environmental Literacy
• Environmental Literacy of Candidates
• Knowledge of Learning Theory and Learners
• Curriculum Scope, Sequence Integration
• Knowledge of Instructional Settings, Resources
  Technology
• Knowledge of Instructional Strategies Practices
• Assessment
• Professionalism in Environmental Education

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For more information contact ..Bora Simmons -
boras_at_niu.eduFuture drafts will be available
atwww.naaee.org