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CNM Community College Alternative Teacher Licensure Program Preparing Professionals to Educate and Collaborate with Diverse Communities.

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Presentation on theme: "CNM Community College Alternative Teacher Licensure Program Preparing Professionals to Educate and Collaborate with Diverse Communities."— Presentation transcript:

1 CNM Community College Alternative Teacher Licensure Program Preparing Professionals to Educate and Collaborate with Diverse Communities

2 Core Beliefs Professionalism: We advocate that our students, many currently working in the field, must be recognized as professionals and in turn will validate such recognition by understanding and upholding the moral, ethical and behavioral guidelines for their chosen profession. Diversity: We respect the diversity that students bring to the classroom and as such model inclusive teaching and learning practices in which students’ diverse needs are not only met but also celebrated as integral to meaningful learning experiences. Multicultural Perspectives: We embrace the various cultural perspectives that shape the diverse communities in which we live and thus emphasize a knowledge of how multicultural perspectives shape the context of our interactions with community and our construction of meaning, and skills for working in multicultural environments. Collaboration: We believe in the value of collaboration with colleagues, students, families, and communities and build skills needed to engage in effective and authentic collaborative relationships. Critical Reflection: We model and support critical reflection upon personal beliefs, core values, actions, and reactions, which is integral to the growth that is necessary as a professional seeking to educate and collaborate with diverse communities

3 Programs Elementary Secondary Special Education (Spring 2008) Early Childhood (Fall 2008) TESOL/Bilingual (Minor/Endorsement)

4 Current Profile Spring Elem/Sec Cohort 18 students Elementary: 7 Secondary: 11 Summer Elem/Sec Cohort 28 students Elementary: 19 Secondary: 16

5 Program Coursework Elementary/Secondary Foundations of Education (3) Teaching & Learning Theory (3) Curriculum Development, Assessment & Evaluation (3) Effective Teaching Methods & Materials (3) Foundations of Reading (3)—Elem only Elementary Reading Methods & Materials (3)—Elem only Reading & Writing Across the Curriculum (3)—Sec only Supervised Field Experience (3)

6 Program Coursework Special Education Overview of Exceptionalities & Placement (3) Evaluation & Individualized Education Plans (3) Reading for Student with Special Needs (3) Classroom & Behavior Management for Students with Special Needs (3) Methods & Materials for Special Education (3) Collaboration & Inclusion (3)

7 Program Coursework Early Childhood Foundations of Early Childhood Education (3) Teaching Young Children (3) Developmentally Appropriate Early Childhood Multicultural Curriculum (3) Observation & Assessment of Young Children (3) Emergent Literacy: Theories & Principles (3) Emergent Literacy: Methods & Materials (3) Early Childhood Classroom Field Experience (3)

8 Application Requirements Education History Transcripts Employment History Reference Forms Letter of Intent Philosophy of Education

9 Screening Process “Competitive Screening” Licensure/content area Related teaching experience Letter of Intent Philosophy of Education Reference forms GPA Information Session Attendance

10 Additional program requirements 6 credit limit during first semester Passing scores on Basic Skills by the end of the first semester Minimum of 6 credits in math and science for elementary licensure students Completion of “core” coursework pre-requisite to Supervised Field Experience Passing scores on Content Exam pre-requisite to Supervised Field Experience Acquisition of Intern, Substitute or Educational Assistant License pre-requisite to Supervised Field Experience

11 Field Experience Field-based assignments required in all courses Supervised Field Experience = 150 hr. min. Application required in previous semester Working with APS and RR Human Resources to make appropriate placements Weekly Seminar Assessment Aligned to NM Teaching Competencies

12 Program Assessment Educational Philosophies NMTA exams Exit packet—Entry Level Competencies and Core Beliefs EBI Teacher Education Assessment Instructor Quality Education Knowledge & Skills Administrative Support Peers Career Services Institutional specific questions Benchmarking against other institutions

13 Highlights Large pool of applicants Institutional Data Commitment to have students experience a different instructor for every course Perkins grant for CTE teachers Advisory Board Division support

14 Program Challenges Field Experience APS does not have the shortages of some districts and does not hire on intern licenses (SPED the exception) Almost all students will need to be placed with cooperating teachers (no summer FE) Priority given to UNM placements Competing with compensation offered by other institutions High stakes of NCLB potentially making placements challenging High instructor cost of field experience

15 Program Challenges Large pool of applicants Too many candidates seeking Secondary English/Social Studies Recruitment of special education candidates Recruitment of bilingual/TESOL candidates Part-time faculty engagement Serving multi-campuses Labor-intensive program

16 Next Steps Focused recruitment of math/science, special education and bilingual/TESOL ALP faculty meetings to explicitly articulate, implement, assess core beliefs within the curriculum APS collaboration Curriculum Field Experience

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