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Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14,

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Presentation on theme: "Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14,"— Presentation transcript:

1 Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14, 2004 DUE #9987332

2 - Texas A&M Univ.-Kingsville - Texas A&M Univ.-Corpus Christi - Texas A&M Univ.-Commerce - Texas A&M International Univ. - Texas A&M University - Angelo State University - Tarleton State University - Texas Woman’s University - West Texas A&M University - Prairie View A&M University TxCETP Partner Campuses

3 TxCETP Goals Texas Collaborative for Excellence in Teacher Preparation Course Reform to reflect learner-centered pedagogies Recruit more undergraduate students (especially African-American and Hispanic) to STEM teaching Support for Preservice and Novice Teachers to increase retention and quality Strengthen Systemic Reform Connections to maximize alignment and impact Course Reform

4 Guiding Question Texas Collaborative for Excellence in Teacher Preparation What are science and mathematics professors’ understandings and perceptions about elements of reformed teaching in undergraduate courses?

5 3-day TxCETP Forum, May, 2002 57 participants -- gallery walk to brainstorm examples that characterize a “reformed” course (trends reflected in, e.g. NCTM, 1991; AAAS, 1990, 1993;NRC, 2000, 2001, Bransford, 2000): –Course design –Prior and new knowledge –Student work –Reflection and assessment –Instructional materials and technology –Multiple representations –Instructional strategies –Learning environment –Problem solving Collaborative Design Process

6 Workshop leaders clustered participants’ lists into course reform indicators with supporting evidence for each: –Course syllabus –Instructor feedback –Student feedback –Class observations –Student learning products –Assessments 5 levels of implementation identified: –Considering... Planning... Initiating...Implementing... Refining Collaborative Design Process Texas Collaborative for Excellence in Teacher Preparation

7 Faculty and Student surveys administered Fall, 2002 and 2003 –Faculty receive: feedback on their course(s) aggregated Collaborative results Elements of Effective Instruction guide proposal- writing for funding on TxCETP campuses Implementation of Vision Instrument Texas Collaborative for Excellence in Teacher Preparation

8 Identify strategies for: –Examining and closing gaps between what students experience and what professor intended they experience –Moving along the course reform continuum –Addressing difficult issues that are illuminated as a result of the course survey process Create environment on our campuses for critical self-reflection and evaluation for the improvement of undergraduate instruction Closing the Loop and Some Next Steps Please visit and send us your comments: http://www.sci.tamucc.edu/txcetp


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