Arizona State University Summary

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Arizona State University
As the largest producer of teacher candidates in Arizona, ASU recognizes there is a great and growing need to both develop quality teachers and provide support to ensure their continued success. As such, ASU is continually seeking ways to increase the effectiveness of our already nationally recognized teacher education programs. A number of initiatives are underway on our three campuses that will enable ASU to produce more effective teachers to meet Arizona’s needs. Strong foundation in content-area knowledge In addition to training teacher candidates in pedagogical skills, all ASU teacher preparation programs are committed to ensuring that future teachers possess a strong foundation in their content-area knowledge. One strategy is increased content course work for future early childhood, elementary and special education teachers and under discussion is the possibility of requiring academic majors of all teacher candidates. Currently, to further develop this foundation for teacher candidates in the preschool through elementary grades, we are strengthening clinical experiences in the content areas in order to refine teacher content knowledge through direct application. Student teachers preparing for the middle school grades must take at least 24 credit hours in their content area, and those preparing to teach high school must obtain an academic major. To strengthen the development of contentarea knowledge and its application to the students’ pedagogical knowledge, the Tempe campus is collaborating with the arts and sciences disciplines to increase articulation of secondary certification programs and to strengthen the pedagogical content knowledge of the professors in these disciplines. Interdisciplinary involvement The Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET) is an interdisciplinary research center housed within the College of Arts and Sciences at ASU that is dedicated to understanding and promoting high-quality teaching and learning of science, mathematics, engineering, and technology. CRESMET is committed to using interdisciplinary thinking to enhance education research and promote excellence in K-20 education by forging interdisciplinary working alliances among members of the education community. One of the many CRESMET projects directly impacting teacher preparation is Project Pathways, a five-year project in which CRESMET and ASU are partnering with local school districts to produce a research-based and tested model for enhancing instruction of mathematics and science in grades 9-12. As an outgrowth of Pathways, the Vice President for School University Partnerships is sponsoring a prototype program that enables mathematics (and soon science) majors to simultaneously obtain a BS degree in the content and secondary teacher certification. Mentoring of graduates once they begin teaching The Beginning Educator Support Team (BEST) is a comprehensive program that differentiates professional development for teachers throughout their lifecycle of teaching. In every program component an emphasis is placed on assessing the alignment of teaching practice to the outcomes of student standards. Support is provided for beginning teachers and mentors through

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developmentally-aligned seminars across the school year, one-to-one beginning teacher/mentor interactions and focused activities that relate to the specific context of their local teaching and school community. Research in the BEST Program has affirmed the need for induction and mentoring support for retention of teachers and for development of excellence in teaching. BEST is responding by addressing the variables that influence teacher development and, therefore, impact the positive professional development and retention of quality educators and the success of students. Pathways for late deciders To meet the increasing demand for highly qualified teachers, ASU is offering elementary and secondary teacher certification programs in alternative formats to ensure that all prospective teacher candidates have a set of options to accommodate their schedule. These alternative formats include face-to-face, online, and hybrid courses, as well as alternative schedules. We are also developing new programs to accommodate the increased need for special educators, early childhood educators, and other high-need specializations. With these alternative formats, all teacher education programs still include intensive practicum experiences in preK-12 classrooms as well as a capstone student teaching experience. The Integrated Certification In Teacher Education (INCITE) program is just one example of a teacher certification program offered in an alternative format. INCITE is a self-paced postbaccalaureate/Master’s program geared toward working adults interested in achieving secondary (7-12) teaching certification. Students are involved in an array of experiences, learn the most recent teaching strategies, and become an interactive force in the development of a professional teacher education model. Students also participate in teaching experiences with a mentor teacher and students in designated urban schools. Teacher education and technology It is essential that teacher candidates be well-versed in the use of technology in order to be successful educators of the future. In order to improve the technological skills of our student teachers, our teacher preparation programs across campuses require the use of tools such as TaskStream, and are developing universal access to laptop computers to ensure consistent accessibility to software, communications, and university resources. We are also all currently developing online courses and programs in order to maximize our students’ potential for quality technological training. These will also include the use of on-line systems and tools to create an Educator Learning Community that will connect teacher candidates with education professionals for mentoring and continued professional development and training support. Collaborative approach As a response to being “One University in Many Places”, an Infrastructure Committee has been created that provides opportunity for leadership in teacher preparation for the three campuses to collaborate more closely, share ideas and concerns and to work directly together in developing new programs and initiatives.

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