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• W227743783 abstract "In response to the waves or- educational reform that swept across the nation in the 1980s, the Texas Education Agency made available block grants to universities as incentives for significant changes in how teachers were prepared. The intent was to support universities in their attempts to reconceptualize and redesign how teachers were prepared and to eventually increase learning opportunities for public school children. This was accomplished at Texas A&M University-Commerce (Formerly East Texas State University) by redesigning preservice teacher preparation programs in collaboration with area public schools, education service centers and businesses. This effort resulted in the formation of the Northeast Texas Center for Professional Development and Technology (NET CPDT). The goals of the NET CPDT were to: (1) redesign preservice teacher education as a comprehensive field-based program, (2) increase the use of technology for regular classroom instruction, (3) focus integrating technology with effective teaching practices, (4) implement field-based staff development for public school teachers and professional growth models for university faculty, (5) align graduate education with teachers' professional growth needs, and (6) prepare prospective teachers to meet the needs of learners in the diverse classrooms of the 21st century. The comprehensive purpose of the NET CPDT was to improve student learning in the K-12 classroom by designing, implementing, researching and refining an effective professional growth model for prospective teachers, experienced teachers, professional support personnel, university faculty and administrators. This comprehensive and holistic design applied the most current and reliable research data available to remediate the problems and concerns of the profession and the public in an effort to improve learning in the public school classrooms of Texas. In the NET CPDT model, preservice teachers are involved in two semesters of hands on experience in public schools that allow them an opportunity to integrate required university courses taught site with actual teaching experiences in the public school classroom. The first semester student is designated as an intern, the second semester student a resident, and the university faculty is named a university liaison. Each preservice university student in placed an Instructional Leadership Team consisting of at least two mentor teachers in whose classrooms the intern or resident is placed. The Leadership Team also includes a university liaison. The actual placing of university students in the field with a team of mentor teachers first occurred in the fall of 1992. Since that time, significant growth has occurred in the collaborative program. Growth of the Northeast Texas Professional Development Center 1992-93 University: Texas A&M-Commerce (formerly East Texas State University) School Districts: Commerce Independent School District Greenville Independent School District Mesquite Independent School District 1996-97 University: Texas A&M-Commerce School Districts: Commerce Independent School District Greenville Independent School District Mesquite Independent School District Cooper Independent School District Sulphur Springs Independent School District Paris Independent School District North Lamar Independent School District Chisum Independent School District Dallas Independent School District Winnsboro Independent School District Education Service Centers: Region VIII Region X Business and Industry Members: Texas Instruments Participants, Fall 1992 14 Interns 0 Residents 2 Elementary Schools 1 Faculty Member Education Service Centers: Region VIII Region X Business and Industry Members: Texas Instruments International Paper Participants, Fall 1996 251 Interns 193 Elementary 58 Secondary 95 Residents 76 Elementary 19 Secondary 61 Elementary, Middle and Senior High Schools 61 Faculty members 30 Full-Time 31 Part-time Graduates of the Program 14 in May, 1993 30 in December, 1993 70 in May, 1994 82 in December, 1994 100 in May, 1995 146 in December, 1995 147 in May, 1996 We attempted to define our teacher preparation model as a change in the basic system of traditional teacher preparation common at most universities and, until 1991, prevalent and unchallenged at this university. …" @default.
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• W227743783 date "1997-06-22" @default.
• W227743783 modified "2023-09-28" @default.
• W227743783 title "Reconceptualizing the Process of Teacher Preparation to Accommodate a Collaborative, Field-Based Model" @default.
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