-- Welcome -- NCATE/IPSB Board of Examiners _________________ Purdue University Teacher Education Programs

-- Welcome -- NCATE/IPSB Board of Examiners 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 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

Purdue University National/international reputation Strong commitment to Land Grant mission Strong focus on strategic planning Strong partnerships with content area departments in other schools ENGAGEMENTLEARNING DISCOVERY The Next Level: PREEMINENCE

The Next Level: Preeminence Purdue Strategic Plan “Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.”“Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.” Key Strategies Specific to Goal 3 (Engagement)

Purdue University Teacher Education Program Governance and Administrative Structure Unit Head School of Education Dean Teacher Education Council School of Agriculture School of Consumer & Family Sciences School of EducationSchool of Liberal ArtsSchool of ScienceSchool of Technology Academic Advising Agriculture Education Methods Field Experiences Academic Advising Consumer & Family Sci. Ed. Early Childhood Education Academic Advising Educational Leadership Educational Technology Elementary Education Gifted & Talented Education Literacy & Language School Counseling Social Studies Education Special Education Academic Advising Communication Disorders Methods Field Experiences English Education Foreign Languages Ed. Health/Physical Education Visual Arts Education Methods Field Experiences Academic Advising Biology Education Chemistry Education Earth/Space Sciences Ed. Mathematics Education Physics Education Methods Field Experiences Academic Advising Technology Education Methods Field Experiences Office of Professional Preparation & Licensure Elementary Education Committee Secondary Education Committee Assessment Council Office of Field Experiences Methods Field Experiences Purdue North Central Graduate Studies Office

Purdue’s 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

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

Purdue’s Teacher Education Programs Includes a set of block courses, each block with a corresponding field experience called “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

Blocks, Gates & Courses Assessment Relationships Among Elementary and Secondary Education Gates, Blocks and Courses Elementary Education Gate AGate BGate CGate D Block IBlock IIBlock IIIBlock IVBlock VBlock VI EDCI EDPS EDCI 361 EDCI 362 EDCI 363 EDCI 364 EDCI 365 EDPS 430 EDCI 466 EDCI 496 Secondary Education / Special Education Gate AGate BGate CGate D Block IBlock IIMethods Courses Student Teaching EDCI EDPS Courses Specified by Each Program Area Specified By Program Area Graduation

Blocks, Gates & Courses Assessment EARLY CHILDHOOD EDUCATION

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)

Knowledge of Standards Current vs. previous Purdue student teachers – As rated by cooperating teachers Percent Better PreparedSameLess Well Prepared

Technology Use Current vs. previous Purdue student teachers – As rated by cooperating teachers Percent Better PreparedSameLess Well Prepared

Instructional Strategies Current vs. previous Purdue student teachers – As rated by cooperating teachers Percent Better PreparedSameLess Well Prepared

Overall Teacher Preparation Current vs. previous Purdue student teachers – As rated by cooperating teachers Percent Better PreparedSameLess Well Prepared

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