-- Welcome -- NCATE/IPSB Board of Examiners

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-- Welcome --NCATE/IPSB Board of Examiners

• _________________
• Purdue University
• Teacher Education Programs

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-- Welcome --NCATE/IPSB Board of Examiners

• Mary Glenn Rinne
• IPSB State Consultant
• Pamela Sandoval
• State Team Chair, Indiana University NW
• Elizabeth Jared
• Indiana State University
• Neva Schwartz
• Geneva, IN
• Jan Bakken
• NEA Representative

• Barbara Fuhrmann, Chair
• Louisiana State University
• Ronald J. Bonnstetter
• University of Nebraska at Lincoln
• Mark B. Goor
• George Mason University
• Gordon Horgen
• Winner, SD
• Patricia J. Larke
• Texas A M University
• John M. Johnston
• University of Memphis

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Purdue University

• National/international reputation
• Strong commitment to Land Grant mission
• Strong focuson strategic planning
• Strong partnerships with content area departments
  in other schools

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The Next Level PreeminencePurdue Strategic Plan
2001-2006
Key Strategies Specific to Goal 3 (Engagement)

• Strengthen preparatory education through
  enhanced, ongoing engagement with PK-12 schools,
  with special emphasis on reading, writing, math
  and science.

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Purdue University Teacher Education Program
Governance and Administrative Structure

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Purdues Program

• Viewing knowledge as constructed, we provide an
  inquiry-oriented approach to teacher education
  where teaching is made problematic and candidates
  engage in reflection to develop their
  understandings of teaching and learning
• A developmental and spiraling inquiry framework
  (based on Knowles Cole, 1996) was chosen as the
  basis for the teacher education reforms at Purdue
  in 1999
• Seven core competencies, situated in the INTASC
  principles, guide the program

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Professional Preparation Model

• Strong commitment to a professional K-12
  collaboration preparation model
• Model adopted in 1992, reaffirmed in 1999 2003
  by Teacher Education Council (TEC)
• All programs are linked to State of Indiana
  professional association standards
• Based on research best practice

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Purdues Teacher Education Programs

• Includes a set of block courses, eachblock with
  a corresponding field experiencecalled Theory
  Into Practice (TIP)
• Reforms are aimed to achieve
• Programmatic coherence through the use of
  sequenced blocks
• Additional, earlier, and more meaningful field
  experiences through the TIPs
• Additional emphasis on technology, diversity and
  assessment

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Assessment
Blocks, Gates Courses
Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education
Gate A Gate B Gate C Gate C Gate C Gate C Gate C Gate C Gate C Gate D
Block I Block II Block III Block III Block IV Block IV Block IV Block V Block V Block VI
EDCI 205 285 EDPS 235 265 EDCI 361 EDCI 362 EDCI 363 EDCI 364 EDCI 365 EDPS 430 EDCI 466 EDCI 496
Secondary Education / Special Education Secondary Education / Special Education Secondary Education / Special Education Secondary Education / Special Education
Gate A Gate B Gate C Gate D
Block I Block II Methods Courses Student Teaching
EDCI 205 285 EDPS 235 265 Courses Specified by Each Program Area Specified By Program Area
Graduation
Relationships Among Elementary and Secondary
Education Gates, Blocks and Courses
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Assessment
Blocks, Gates Courses
EARLY CHILDHOOD EDUCATION
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Strengths of the Teacher Education Program

• Historical commitment to content area learning
• Respect for faculty ownership from across campus
  as evidenced by joint courtesy appointments
• Governed by Teacher Education Council (TEC)
• Strong commitment to sequenced field experiences
  prior to student teaching - TIPs
• Continuously engaged in self study e.g., The
  Block Working Group (Nierstheimer, et al., 2004)

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Knowledge of Standards

• Current vs. previous Purdue student teachers As
  rated by cooperating teachers

80
70
60
50
Percent
30
20
10
0
Better Prepared
Same
Less Well Prepared
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Technology Use

• Current vs. previous Purdue student teachers As
  rated by cooperating teachers

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Instructional Strategies

• Current vs. previous Purdue student teachers As
  rated by cooperating teachers

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Overall Teacher Preparation

• Current vs. previous Purdue student teachers As
  rated by cooperating teachers

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Teacher Education at Purdue

• Historically strong commitment to content area
  learning
• Strong across campus faculty involvement and
  governance through TEC
• Conceptual model based on a developmental
  spiraling inquiry framework with competencies
  based on INTASC principles
• Adherence to State of Indiana professional
  association standards
• Inquiry-oriented approach emphasizing reflection,
  research and best practice