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TITLE New Directions in Teacher for the 1990s; A Report on the Statewide Conversation about the Agenda for Teacher Ed;..tion in a Democracy to the Education Commission of the States. INSTITUTION New York State Education Dept., Albany. SPONS AGENCY Education Commission of the States, Denver, Colo. PUB DATE Jun 92 NOTE 23p. PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS 'Change Strategies; College Role; *Educational Change; Educational Policy; Elementary Secondary Education; Higher Education; Meetings; Policy Formation; *Preservice Teacher Education; School Restructuring; Schools of Education; Teacher Certification; Teacher Education Programs IDENTIFIERS *Goodlad (John I); *New York; Teachers for Our Nations Schools (Goodlad)

ABSTRACT This document reports on New York meetings attended by over 200 teacher educators and liberal arts and science faculty, teachers, administrators, and New York State Education Department policymakers to consider the implications of the research findings and recommendations presented in "Teachers for Our Nation's Schools" by John I. Goodlad. The findings and recommendationswere considered in light of two statewide reform efforts: the revision ofteacher preparation programs in response to new state certification requirements, and the restructuring of elementary, middle, and secondary education as envisioned in "A New Compact for Learning." The report reviews reform efforts in New York State and describesthe format and structure of the regional meetings. The meeting discussions are then summarized, focusing on the need for reflective practice in teacher education, the need for prospective teachersto become agents of educational change, and the need to examine how schools of teacher education "fit in" with educational reform. The report concl.des that meeting participantswere able to link Goodlad's 19 postulates to substantive activity in thereal world, although the practical realities of how and whensome of the postulates might be implemented provided a strong undercurrentto the discussion. An appendix lists meeting participants. (JDD)

*********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** A. Report on.tho Statiwide.Copveisation about the'

Agenda for Teacher .Education ip a Demoracy.to

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"PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION Othce of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C This document has been reproduced as received from the person or organization originating II. 0 MinOr changes have been made to improve reproduction quality

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu- ment do not necessarily represent official INFORMATION CENTER (ERIC)." OERI position or policy

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The University of the StSteof New York

The State EducationDepartmeht

Albany, Nair/ York 12234

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THE STATE OF LEARNING THE STATE EDUCATION DEPARTMENT/ THE UNIVERSITY CF THE STATE OF NEW YORK / ALBANY, N Y 12230

EXECUTIVE COORDINATOR FOR THE TEACHING PROFESSIONS OFFICE OF TEACHING

June 1992

Dear Colleagues:

Enclosed is the final state report on the mini grant project which supported a statewide dialogue on the state of teacher education and the implications for simultaneous renewal of K-12 schools and the education of educators. New York was one of 25 states awarded grants by the Education Commission of the States (ECS) to hold a statewide dialogue around the recently published research findings and recommendations which appeared in the book Teachers for Our Nation's Schools written by noted educational researcher John I. Goodlad.

More than 200 teacher education and liberal arts and science faculty, teachers and administrators and State Education Department policy makers attended three regional meetings in April, 1991. During the all-day sessions, participants considered the implications of John I. Goodlad's research findings and recommendations in light of two on-going statewide reform efforts: the revision of teacher preparation programs in response to new certification standards which go into effect in September 1993; and a comprehensive K-12 restructuring plan as envisioned in A New Compact for Learning.

The meetings provided a timely and valuable opportunity for Department staff and teacher educators to share concerns and program practices with colleagues. We are grateful to ECS for helping to underwrite the statewide dialogue.

Sincerely,

Gerald L. Freeborne A Report on the Statewide Conversation about the

Agenda for Teacher Education in a Democracy to

the Education Commission of the States

June 1992

The University of the State of New York

The State Education Department

Albany, New York 12234 THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University

R. CARLOS CARBALLADA, Chancellor, B.S. Rochester JORGE L. BATISTA, Vice Chancellor; B.A., J.D. Bronx WILLARD A. GENRICH, LL.B. Buffalo EMLYN I. GRIFFITH, A.B., J.D Rome LAURA BRADLEY CHODOS, B.A., M.A. Vischer Ferry MARTIN C. BAREa, B.A., I.A., LL.B. Muttontown LOUISE P. MArrEom, B.A., MA., Ph.D. Bayside J. EDWARD MEYER, B.A., LL.B. Chappaqua FLOYD S. LusrroN, A.B., M.A., M.P.A Miller Place MIMI LEVIN LIEBER, B.A., M.A SHIRLEY C. BROWN, B.A., M.A., Ph.D. Albany NORMA GLUCK, BA., M.S.W. Manhattan ADELAIDE L. SANFORD, B.A., M.A., P.D. Hollis WALTER COOPER, B.A., Ph.D Rochester CARL T. HAYDEN, A.B., J.D. Elmira DIANE O'NEILL MCGIVERN, B.S.N., M.A., Ph.D. Staten Island President of The University and Commissioner of Education THOMAS SOBOL

Executive Deputy Commissioner of Education THOMAS E. SHELDON

Deputy Commissioner for Higher and Continuing Education DONALD J. NOLAN

Executive Coordinator for the Teaching Professions GERALD L. FREEBORNE

The State Education Department does not discriminateon the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, genderor sexual orientation in the educational programs and activities which it operates. Portions of this publication can be made available ina variety of formats, including braille, large print or audio tape, upon retidest. Inquiries concerning this policyof equal opportuni- ty and affirmative action should be referred to the Department's Affirmative Action Officer,NYS Education Department, 89 Washington Avenue, Albany, NY 12234.

5 I.Introduction 1

II.Overview of Reform Efforts in New York State 1

III.Format and Structure of State Conversation 4

IV.Summary of Discussion of Teachers for Our Nation's Schools 6

V.Concluding Comments 7

Appendix A: List of Participants by Regional Meeting Attended 9

J,-, I. Introduction a comprehensive statewide program reviewof all master's degree programs in elementary edu- New York was one of 25 states selected by the cation and all undergraduate teacher preparation Education Commission of the States (ECS) to programs; sweeping new State certification stan- receive a $5,000 grant to hold a statewide dia- dards, reemphasizing the liberal arts and sci- logue on the state of teacher education, the ences for elementary and secondary teachers; implications for simultaneous renewal of K-12 and development of a performance-based schools, and the education of educators. The assessment system for certifying teachers, to ECS awarded the grants to stimulate discussion complement the new certification standards. around the recently published research findings and recommendations in the book Teachers All of these efforts, as well as related initiatives for Our Nation's Schools written by noted carried out at the local level to support teacher- educational researcher John I. Good lad. initiated professional development through Teacher Centers and new teacher induction pro- 'What follows is a description of the context for grams through the Mentor \ Teacher Pilot Pro- the Statewide Conversation and the process that gram were undertaken by the Regents as a occurred in New York State. Specifically, Good- comprehensive effort to strengthen teaching. lad's research and recommendations were con- Each of these specific reform efforts affecting sidered in light of two statewide reform efforts: teacher preparation directly is described in the revision of teacher preparation programs in greater detail below, as is the Regents compre- response to new state certification requirements hensive strategy, A New Compact, to reform ele- which go into effect in September 1993 and the mentary, middle, and secondary education. restructuring of elementary, middle, and sec- ondary education as envisioned in A New Com- A. Statewide Review of Teacher Preparation pact for Learning the Regents statement of core principles, strategic objectives, and the reciprocal Programs relationships and responsibilities of all con- From 1985 through 19P7, the New York State stituencies to bringing about needed changes. Education Department conducted a special Additional chapters describe the structure and statewide review of 120 master's degree pro- objectives for the statewide dialogue and the grams in elementary education in collaboration highlights of the discussions. Finally, the more with the public and independent colleges and than 200 people who participated in the three universities offering the programs. The regional meetings are listed in the appendix. statewide review was undertaken to improve the quality of these important graduate pro- grams, which are typically pursued on a part- II. Overview of Reform Efforts time basis by fully employed teachers seeking in New York State permanent certification. Such graduate study Attention to teacher preparation issues has been should therefore enhance the effectiveness of ongoing since 1978 when the Regents first raised New York's elementary classroom teachers the issue of teaching as a profession and made early in their careers, while setting the stage the link between the quality of teacher prepara- for their continuing professional development. tion, practice and student achievement. The The review process included four basic fea- State Education Department (SED), the adminis- tures: trative arm of the Board of Regents has sought 1. Each of the 41 colleges prepared a self- to strengthen the quality of teaching in our study of its master's degree program(s) in schools through recommending legislation to elementary education; establish teaching as a profession, its regulation 2. Teams of out-of-state experts in education of teacher certification and academic program visited all the campuses to examine the review functions. These ongoing efforts include: programs on site;

1 3. The State Education Department sent to teacher preparation programs contributed to each institution a set of findings on its pro- the development of effective teachers and gram(s), based upon the institution's own how each institution assessed its success in self-study and the visiting team's report; achieving program objectives. 4. After considering comments on the find- Each of the institutions in the review is ings from the institutions, the Department receiving an individual report analyzing its indicated to each college what improve- strengths and weaknesses. At the conclusion ments, if any, remained to be implemented of the review, the Department will issue an to bring its master's program(s) in elemen- overall final report which will include recom- tary education into compliance with the mendations for improving teacher education quality standards embodied in the Regula- statewide and suggestions for any policy tions of the Commissioner of Education. changes in this area. The report is scheduled As a result of the review: for release in late 1992. 1. 7.5 percent of the programs were re-regis- tered without condition; B. Teacher Certification in New York 2. Improvements were required in one or As part of the process of reviewing teacher more components of 75.5 percent of the certification in New York State, the policy of programs. Institutions with programs in the Board of Regents has been to encourage this category were required to present continuous discussion of issues and the shar- progress reports to the Department within ing of views on all matters relating to the a year. In many cases, the colleges had education of our children. The Regents intent already made significant changes in their is carried out through formal hearings, the programs in response to the review. The formation of advisory groups and task forces Department scheduled follow-up reviews to recommend standards in specific certifica- for 1988 to evaluate the effectiveness of tion areas, informal presentations to parent the actions taken by the institutions whose and professional groups and engaging in col- programs were judged to have remaining legial dialogue. Through these avenues, all weaknesses; members of the public constituency stu- 3. 17 percent of the programs initially sched- dents, parents, teachers, administrators, insti- uled for review were voluntarily discontin- tutions which prepare teachers, educational ued by the colleges. associations, business groups and individual citizens have been involved in discussions Following the graduate level review, a similar on how the structure of certification should comprehensive statewide rev!ew was con- reflect the best thinking on how to educate ducted of all undergraduate teacher prepara- the children of the future. tion programs. In spring 1987, the State Education Department announced the first of C. Status of Teacher Certification Reform a series of registration visits, extending into at Time of Statewide Dialogue 1990, to institutions with baccalaureate pro- grams of teacher preparation. The visits were Current reform efforts have their origin in the to focus on the programs of teacher prepara- 1984 Regents Action Plan. In the Plan, the tion while assessing whether the institution's Board dearly stated the nemssity for increas- programs, in general, were in compliance ing standards and expectations for students, with the various laws, rules, and regulations schools and teachers. Action on regulations which govern degree-granting institutions in for students was taken in the fall of 1984 with New York State. the expectation that after careful preparation, Institutions were informed that the review hearings and discussion there would be would examine how well their respective action on regulations for teachers. As schools

2 began to implement the Action Plan, more- establishes a single elementary tenure area over, scheduling problems in middle level encompassing kindergarten through grade education became evident. These difficulties six. Since the K-6 tenure area is specified in and 's development of a paper Education Law, it is inadvisable to develop a on middle level education focused greater certification structure inconsistent with that attention on middle schools and the middle law i.e., prekindergarten through grade level student. three. In order not to jeopardize teachers' On May 19, 1989, following nearly five years careers by creating a different structure for of discussion with the field, the Regents certification than exists for tenure, the Board adopted regulations for the certification of supported a return to a two-certificate struc- teachers of common branch subjects in ture (PreK-6 and 7-12) and the establishment kindergarten through grade six (K-6) and of an annotation in early childhood education English, a language other than English, math- in January 1992. An annotation is voluntary. ematics, a science, and social studies in grades seven through twelve (7-12). These D.A New Compact for Learning new 1...gulations substantially strengthened the In March 1991, the Board of Regents adopted preparation of teachers in the liberal arts and A New Compact for Learning, a comprehen- sciences, subject area specialties and teaching sive strategy for improving public elementary, skills before the teacher earns permanent cer- middle and secondary education results in the tification. At the same time, the Regents also 1990s. It is based on the principle that all chil- took the landmark step of establishing a new dren can learn. It calls for collaboration on a early childhood teaching certificate, a "certifi- broad scale by parents, educators, State cate valid for teaching common branch sub- and local governments, colleges, libraries, jects to students of early childhood years museums, social service agencies and com- through grade 3 (PreK-3)," thereby indicating munity groups to bring together our col- a commitment to requiring special prepara- lective energies in order to raise and educate tion for the teachers of children in the pre- our children better. kindergarten years. The specific requirements A New Compact was adopted after a series of for this new certificate were not adopted in 10 regional meetings and public hearings in May 1989 because it was agreed that a task the fall 1990. Over 4,200 parents, teachers, force of early childhood educators should rec- school board members, business and govern- ommend standards for the new PreK-3 area. ment leaders participated in the public meet- The regulations adopted in 1989 anticipated ings to contribute to the development of the the emphasis of A New Compact for Learning New Compact. by strengthening the liberal arts and sciences In April 1991, the Board of Regents set in Preparation of teachers and by expressing the motion the first of a series of action steps to strengthened outcomes rather than of credits implement its provisions: completed. The 1989 changes took a signifi- cant step toward proving developmentally U to define the desired educational results in appropriate instruction to every child by insti- specific terms; tuting a separate early childhood certificate U to devise means of assessment that will (Section 80.14). Since 1989, there has been guide activity and promote accountability; extended discussion about the requirements to bring about participation by teachers for an early childhood certificate. and parents in planning and decision mak- As the discussions began to focus on how ing for schools; early childhood teachers would be prepared to provide local school districts with and certified, an important drawback to the greater flexibility to modify educational separate certification emerged. Education Law programs in order to improve results.

3

0 Given this context and the fact that colleges A. Regional Meeting Format and Objectives and universities were well under way in mak- ing forward-looking, exciting improvements The all-day format of the meetings, from 10 in their teacher education program, the a.m. to 3:30 p.m. was designed to cover a statewide dialogue was seen more as an comprehensive agenda of interest to the opportunity to inform and refine the teacher diverse group of invited participants. The education reform efforts that were evolving objectives for the meetings were: rather than serve as a "clarion call" to policy To discuss issues and concerns from the makers to initiate teacher education reforms. State Education Department's review of As such, the proposal to ECS proposed a institutional re-registration plans for teacher statewide dialogue that would reach a broad education programs; and diverse audience, with teacher educators To provide information and solicit com- and liberal arts and sciences faculty from the mentary from the field on certification 98 institutions with teacher preparation pro- changes in elementary and secondary edu- grams constituting the majority of participants. cation, bilingual/ESL, administration and supervision, and :pedal education; III. Format and Structure of State To consider the implications of new Conversation research, conducted by John Good lad on the state of teacher education and presented The original proposal was to hold a statewide in Teachers for Our Nation's Schools. dialogue in Albany in conjunction with an already planned statewide conference scheduled The three regional meetings were held as follows: for February 1991. During the time the grant proposal was submitted and subsequently April 9, 1991 CUNY Graduate Center awarded, the conference had to be canceled due 33 West to the State's severe fiscal situation. An alternate New York, NY 10036 plan was submitted to ECS to hold three day- April 12, 1991 Empire State Plaza long regional sessions in New York City, Albany Albany, NY 12242 and Buffalo, respectively to accomplish the same April 23, 1991 State University of goals as originally proposed. The grant would New York at Buffalo cover luncheon and coffee break expenses, but Center for Tomorrow participants would cover their own travel Conference Center expenses. With the regional format, transporta- Amherst, NY 14260 tion expenses would be kept to a minimum for participants and attendance would likely be at Since luncheon costs were being underwritten the same level as originally anticipated for the by the grant, attendance at the meetings was Albany conference. limited to teams of three individuals from the 98 institutions with teacher preparation programs This regional strategy for the statewide dialogue and invited guests. Since New York State was proved effective in drawing over 200 partici- re-emphasizing the importance of the liberal pants. In addition to the higher education com- arts and sciences in teacher education, institu- munity, invitations to the regional meetings were tions of higher education were encouraged to mailed to State policy makers from various indude liberal arts and sciences faculty among offices of the State Education Department and their institutions' representatives. the Legislative Education Committees, teachers and administrators from school districts and rep- B. Meeting Topics and Presenters resentatives of more than 22 professional associ- ations and unions. (See Appendix for list of Each of the three regional meetings followed participants.) the same format and agenda. State Education

4 Department staff led information and discus- New York City'Christian Suggs, Director sion sessions on the new and proposed certifi- CUNY Minority Project for cation requirements and the review of the Teaching Profession institutional re-registration plans. These ses- Office of Academic Affairs sions allowed participants to share many CUNY Central Administration promising practices that institutions were initi- 'Cynthia Onore ating as a result of their internal self-assess- Department Chair ment of teacher preparation programs, the Secondary and State Education Department's statewide Continuing Education reviews and the new certification require- City College, CUNY ments. Institutional teams were also able to 'Karen Zumwalt meet with State Education Department staff on Associate Professor of an individual basis to address specific concerns Education about their re-registration proposals and Teachers College, receive technical assistance. Columbia University Meeting topics and presenters for the three Albany 'Anthony McCann, Chair regional meetings were as follows: Teacher Education, Topic: New Certification Changes Certification and Practice and Proposed Regulations Board (SED) and High_ Presenter: Gerald L. Freeborne School English Teacher Executive Coordinator, 'Linda Biemer, Chair Office of the Teaching Professional Education Professions, SED SUNY at Binghamton Topic: Issues and Highlights from 'Gerald Mager, Director the Review of Institutional Division of Education Re-registration Plans Syracuse University Presenters: Denis Paul 'Jan McDonald, Director Assistant Commissioner for Educational Studies Academic Programs Review, Union College SED Buffalo 'Hugh Petrie, Dean Kevin Reilly Faculty of Educational Director of Academic Studies Programs Review, SED SUNY at Buffalo The centerpiece of each regional meeting was 'Kay Marshman, Chair a seminar led by a panel of higher education Education Department faculty to explore the themes and recommen- Nazareth College of dations emanating from John Good lad's Rochester Teachers for Our Nation's Schools. Participants 'Philip Wexler, Dean were encouraged to familiarize themselves Graduate School of with the book prior to the meetings. At a Education & Human minimum, all participants were provided in Development advance with the article by John Goodlad University of Rochester entitled "Better Teachers for Our Nation's Schools", which appeared in the November 'Alan Wheeler, Director 1990 issue of Phi Delta Kappan. Center for Educational Studies The seminar discussion leaders at each meet- SUC at Fredonia ing were:

5

14" In preparation for the seminars, each group act with prospective teachers in the school held a conference call to plan and coordinate setting. Many commenters felt that the model their remarks and use of the postulates to of a professional development school would stimulate discussion. Given the multiple roles greatly enhance the prospects for the devel- of the panelists teacher education faculty opment of reflective teachers. and administrators, state policy board mem- bers and practitioners it was felt that they B. Revolutionary or Questioning the had the knowledge and expertise to comment Status Quo on and lead participants in discussing all aspects of the 19 postulates proposed by Following on the theme that teacher prepara- Good lad for redesigning teacher preparation tion programs should enhance reflective prac- programs. tice, presenters and participants alike expressed the need for prospective teachers to be pre- pared to be change agents and to question the IV. Summary of Discussion of Teachers routine and policies of schools and the educa- for Our Nation's Schools tional system. Some commenters felt that The faculty-led discussions of John Good lad's teacher educators were too timid to challenge comprehensive study of teacher education can the status quo in their own institutions and be summarized by three key words, i.e., that the therefore, represented poor role models for education of educators needs to be more reflec- preparing teachers to be change agents. tive, revolutionary and concerned with its Participants also expressed the view that relationships to a broad array of co- stituents. teacher educators needed to be proactive pro- The comments and concerns of participants are ponents of changes in the workplace, sup- presented below. porting more strongly expanded roles for teachers and changes in the "material" condi- A. Reflective Practice tions of teaching. Several commenters con- trasted the political sophistication and power All too often, teacher preparation programs of teachers unions within their sphere and the teach prospective teachers that theory and political naivete of teacher educators in theirs. practice are separable and that learning skills There seemed to be a consensus that the role associated with practice are sufficient for of teacher educators in influencing positively good teaching. Student teaching is seen by what does on in the schools was absent from students as the "culminating" activity of their the perceptions of the public and the power- preparation programs rather than the "begin- ful and that political dialogue with the com- ning" steps in an evolving and continuous munity was urgently needed. professional development process. Teacher preparation programs need to teach prospec- tive educators to see themselves as creators of C. Relationships with Constituent Groups learning environments rather than imple- Participants comments also addressed at menters of a set curriculum. Much discussion length the many relationships that schools of focused on examples of good practices that education have with a broad array of con- infuse opportunities for students to be more stituencies the "field ", the larger institu- reflective about their preparation to teach. tions of higher education of which they are a Examples indude more field-based compo- part, State Education Department policymak- nents in academic courses, interdisciplinary ers and the national goals and standards. In courses, having students formulate their own these times of uncertainty, changeability and of teaching and the "clustering" of conflict, teacher preparation programs need student teachers to facilitate mentoring and to be questioning and rethinking how they different ways for college supervisors to inter- relate to all their constituencies. For example,

6 in relating to the field, should schools of edu- realities of "how" and "when" some of them cation provide laboratory settings to prepare might be implemented provided a strong teachers that mirror or ignore current schools undercurrent to the discussion. in favor of some vision of schools of the On a positive note, participants often observed future? Other commenters suggested that that New York State's new outcomes based alliances with State policymakers to strength- certification regulations for elementary and en program registration would pressure insti- secondary teachers and collegial approach to tutions of higher education to put more program registration achieved the spirit of resources into teacher education. Others felt Good lad's postulate number 18 which states: that forces in the community and business "Programs for the education of educators, in sector forces external to the educational order to be vital and renewing, rr.:.4 be free system that have taken an active interest in from curricular specifications oy licensing school reform have no perception (except agencies and restrained only by enlightened, perhaps a negative one) of teacher educators professionally driven requirements for accred- role in school reform. Teacher educators need itation.* to generate a conceptual map of how schools of teacher education "fit in" to educational In a seeming contradiction, participants also reform to deflect negative perceptions and noted that State certification regulations also win support for their own reform efforts. allow for temporary teaching licenses to be issued to less than fully qualified graduates of approved teacher preparation programs in V. Concluding Comments critical shortage areas. Thus, the realities of a By placing the statewide conversation about very serious shortfall in the supply of qualified teacher education in a democracy in the con- teacher education graduates, particularly in text of ongoing state reforms, development of New York City, have a way of undermining new certification standards and the redesign genuine attempts at teacher education reform. of teacher education to come into compliance Despite such setbacks, the overall tenor and with certification regulations, participants tone of the statewide dialogue was that, were able to link Good lad's 19 postulates to indeed, as long as we continue the dialogue, substantive activity in the real world. While we will forge the links between the reform of the idealistic nature of the postulates was uni- K-12 education and teacher education versally lauded by participants, the practical required for the benefit of all our children.

7 NEW DIRECTIONS IN TEACHER EDUCATION FOR THE 1990s ALBANY REGIONAL MEETING Participants

Dr. Virginia Barker Constance J. Eno SUNY Plattsburgh NEA of NY - 217 Lark St Plattsburgh, NY 12901 Albany, NY 12210 Dr. Conrad A. Bautz Dr. Cheryl Gowie SUC Potsdam - 115 Satter lee Hall Siena College Potsdam, NY 13676 Loudonville, NY 12211 Beverly J. Becker Dr. Robert Hayden Skidmore College - Education Dept Siena College Saratoga Springs, NY 12866-1632 Loudonville, NY 12211 Dean Elizabeth L. Jalbert Asst. Dean Beth Benjamin SUNY/Oneonta - 337 Netzer Admin. Bldg. SUNY/Oneonta - 337 Netzer Admin Bldg Oneonta, NY 13820-4015 Oneonta, NY 13820-4015 Dr. Edward Kayser Dr. James Burns St. Thomas Aquinas College- Rt 340 College of St. Rose - 432 Western Ave. Sparkill, NY 10976 Albany, NY 12203 James J. Kiepper Dr. Thomas Boeke, Dean Teacher Education Conference Board College of St. Rose - 432 Western Ave. 159 Wolf Road-Box 15008 Albany, NY 12203 Albany, NY 12212-5008 Dr. Jack P. Calareso Dean Robert H. Koff College of St. Rose - 432 Western Ave. SUNY - 1400 Washington Ave.- ED 212 Albany, NY 12203 Albany, NY 12222 Prof. William S. Carlsen Prof. Susan Lehr Cornell University - Kennedy Hall Skidmore College - Education Dept. Ithaca, NY 14853 Saratoga Springs, NY 12866-1632 Dr. Mary L. Collins Anthony G. Lento Le Moyne College-LeMoyne Heights SUNY - 1400 Washington Ave.- ED 114 Syracuse, NY 13214 Albany, NY 12222 Prof. George De Boer Dr. Catherine Leogrande Colgate University - 13 Oak Dr. Le Moyne College - Le Moyne Heights Hamilton, NY 13346 Syracuse, NY 13214 Dr. Raymond Domenico Elaine C. Lipschutz SUNY Plattsburgh Vassar College - Raymond Ave. Plattsburgh, NY 12901 Poughkeepsie, NY 12601

9 Dr. Jill Little Joyce Smith Le Moyne College - Le Moyne Heights SUNY - College at Oswego Syracuse, NY 13214 Oswego, NY 13126 Dr. Houng-Zung Liu Dean C. Jane Snell SUNY Plattsburgh State University College at Cortland - PO Box 2000 Plattsburgh, NY 12901 Cortland, NY 13045 Dr. Norman C. Lyster Rosa Soria Hartwick College NEA of NY - 217 Lark St. Oneonta, NY 13820 Albany, NY 12210 Dean F. Elizabeth Moody Prof. Karen Swan SUNY - College at Oswego SUNY - 1400 Washington Ave. - ED 114 Oswego, NY 13126 Albany, NY 12222 Mrs. Elizabeth Nolan Prof. Deborah J. Trumbull Marist College - North Rd. Cornell University - Kennedy Hall Poughkeepsie, NY 12601 Ithaca, NY 14853 JoAnne Pagano Dean Sara Varhus Colgate University - 13 Oak Dr. SUNY - College at Oswego Hamilton, NY 13346 Oswego, NY 13126 Prof. Irene S. Pyszkowski Mr. Joseph G. Waters St. John's University - 300 Howard Ave. Assoc. Dir. AdmissionsHartwick College Staten Island, NY 11209 Oneonta, NY 13820 Mary Rossetti Dr. Ralph Ware SUNY - 1400 Washington Ave. - ED 114 Siena College Albany, NY 12222 Loudonville, NY 12211 Dr. James C. Shuman Dr. Geraldine F. Wolfe St. Lawrence University SUNY Plattsburgh Hawkins Hall 107 Canton, NY 13617 Plattsburgh, NY 12901 Ms. Susie Slack Carolyn Young Cornell University Kennedy Hall SUNY/Oneonta - 337 Netzer Admin. Bldg. Ithaca, NY 14853 Oneonta, NY 13820-4015

10 NEW DIRECTIONS IN TEACHER EDUCATION FOR THE 1990s BUFFALO REGIONAL MEETING Participants

Cheryl Albers James F. Curl SUNY at Buffalo Chair, Div. of Education Bnet, 208 Baldy Alfred University, PO Box 826 Buffalo, NY 14260 Alfred, NY 14807 Dr. Ernest P. Balajthy, Jr. Dr. Robert Davitt SUNY Geneseo SUC at Buffalo Geneseo, NY 14454 1300 Elmwood Ave. Clarence L. Bence Buffalo, NY 14222 Houghton College Prof. Gary P. DeBolt 1 Willard Ave. SUNY Geneseo Houghton, NY 14744 Geneseo, NY 14454 Dr. Marion Benz Dr. Deborah First SUC at Buffalo 1300 Elmwood Ave. Nazareth College Buffalo, NY 14222 4245 East Ave. Barbara Bielecki Rochester, NY 14618 NEA of N.Y. 217 Lark St Dr. Thomas W. Fitzsimons Albany, N.Y. 12210 Can isius College 2001 Main Street Crayton Buch Buffalo, NY 14208 AACTE/NYS Exec. Sec. Treas. SUC at Buffalo Beth Franks 1300 Elmwood Ave. Hobart & William Smith Colleges Buffalo, NY 14222 Geneva, NY 14456 John Burns Dr. Richard Gates Hobart & William Smith Colleges St. Bonaventure University Geneva, NY 14456 Box K Pat Collins St. Boneventure, NY 14778 Professor of Education Dean Robert Gemmett Hobart & William Smith Colleges SUNY College at Brockport Geneva, NY 14456 Brockport, NY 14420 Dr. Maria Ceprano Arthur L. Greil St. Bonaventure University Alfred University Box K PO Box 826 St. Boneventure, NY 14778 Alfred, NY 14807 Catherine Combleth Dean Michael Harter Prof & Dir., Briet, 208 Baldy SUNY College at Brockport Buffalo, NY 14260 Brockport, NY 14420

11 Ms. Margaret Hendery Dr. Mary Palamar Ithaca College - Teacher Education Director, Special Education - Nazareth College Danby Rd 4245 East Ave. Ithaca, NY 14850 Rochester, NY 14618 G. Edna Howard Jerry D. Reber Houghton College SUNY Geneseo 1 Willard Ave. Geneseo, NY 14454 Houghton, NY 14744 Joh Schwartz, Professor Mr. Donald Johnson Ithaca College Teacher Education SUNY College at Brockport Danby Rd. Brockport, NY 14420 Ithaca, NY 14850 Barbara Kelly Dr. Thomas Sheeran NEA of N.Y. Niagara University 217 Lark St. Hyde Park & Lewiston Rd. Albany, NY 12210 Niagara University, NY 14109 Dr. Donald J. Murphy Dr. Barbara Sirvis Canisius College SUC at Buffalo 2001 Main Street 1300 Elmwood Ave. Buffalo, NY 14208 Buffalo, NY 14222 Dr. Edward J. McMahon Cynthia Sutton Daemen College Alfred University 4380 Main Street PO Box 826 Amherst, NY 14226 Alfred, NY 14807 Claity P. Massey Particia Tempesta Houghton College Professor 1 Willard Ave. Ithaca College - School of Humanities & Sci Houghton, NY 14744 Danby Rd. Dr. Kay F. Marshman Ithaca, NY 14850 Nazareth College Dr. Paul Vermette 4245 East Ave. Niagara University Rochester, NY 14618 Hyde Park & Lewiston Rd. Susan Noffre, Asst Prof Niagara University, NY 14109 SUNY at Buffalo Dr. Paul A. Young Briet, 208 Baldy Canisius College Buffalo, NY 14260 2001 Main Street Rev. Daniel F. O'Leary, O.M.I. Buffalo, NY 14208 Niagara University Hyde Park & Lewiston Rd. Niagara University, NY 14109

12 NEW DIRECTIONS IN TEACHER EDUCATION FOR THE 1990s NEW YORK CITY REGIONAL MEETING Patlicipants

Adam Abdallah Dr. Joel Berger Associate Professor Coordinator, E&S Grad. Prog. Medgar Evers College1650 Bedford Ave.. College of S.I. - 130 Stuyvesant Pl. Brooklyn, NY 11225 Staten Island, NY 10301 Dr. Carol Alberts Mina Berkowitz, PhD Chair, Dept. of Health, Phys. Ed. Professor, Division of Education Hofstra. University UU University Plaza Hempstead, NY 11550 Brooklyn, NY 11201 Celia Alvarez Anthony J. Bonanno Professor Chair, Dept. of Education Teachers College, Columbia University St. Francis College - 180 Remsen St. Mew York, NY 10027 Brooklyn Hts., NY 11201 Dr. George Ansa Ione Deborah P. Bloch Dean Sp. Asst. to Dean of Academic Dev. St. John's University-300 Howard Ave.. Baruch College - 17 Lexington Ave. Staten Island, NY 10301 New York, NY 10010 Prof. Marchia Baghban Graduate Coordinator Stephan Brumberg Director, Minority Relations Queens College CUNY - 535 E. 80th St. 65-30 Kissena Blvd. Flushing, NY 11367 Professor Arlene Bloom Wagner College - Howard Ave. & Campus Rd. Dr. Linda Bastian Art Education Chair Staten Island, NY 10301 New York, NY 10021 School of Visual Arts 209 E. 23rd Street Dr. Alta Busby New York, NY 10010 Assistant Professor Rebecca Behar St. Thomas Aquinas CollegeRt 340 Coordinator, Early Childhood Education Sparkill, NY 10976 Stem College for Women - University Dr. Peter Cookson 245 Assistant Dean New York, NY 10016 Adelphi University Garden City, N.Y. 11530 Dr. Lois A. Bei lin Dean Shirley Cohen Hofstra University Associate DeanHunter College695 Park Ave. Hempstead, NY 11550 New York, NY 10021 Dr. John E. Bierwirth Dr. Eileen Cunningham Superintendent of Schools Chairperson, Division of Education Sachem Central School Dist.245 Union Ave. St. Thomas Aquinas CollegeRt 340 Holbrook, NY 11741 Sparkill, NY 10976

13 Dr. Dorothy Cole Dr. Helen Greene Assistant Dean Education Consultant School of Eduction NYIT/Dorothy Schure Campus LIU - CW Post Campus Old Westbury, NY 11568 Northern Blvd. Dr. Ann Gross Brookville, NY 11548 Assistant Professor Leo Deuster St. Thomas Aquinas College - Rt 340 Professor Sparkill, NY 10976 CUNY - 535 E. 80th St. Prof. Ruth Grossman New York, NY 10021 Program Head Director Dr. Neil Dauler-Phinney City College - 135th St & Convent Ave.. Chairperson New York, NY 10031 Dept. of Curriculum & Instruction Dean Edwina Hamby LIU-CW Post Campus CUNY 535 E. 80th St. Northern Blvd. New York, NY 10021 Brookville, NY 11548 Christine Howard Dr. Mario DiSciullo Director, Education Placement Office Vice President Queens CollegeP.H. 104 Council of Administrators & Supervisors 65-30 Kissena Blvd. 88 Sunnyside Blvd - Suite 209 Hushing, N.Y. 11367 Plainview, NY 11803 Prof. Gloria Harris Miriam S. Dorn Undergraduate Cc ordinator Chairperson & Professor Queens College Department of Elementary Education 65-30 Kissena Blvd. City College - 135 St. & Convent Ave. Flushing, NY 11367 New York, NY 10031 Sister Mirian Honora Prof. Winifred Doyle Head, Child Study Dept. Professor of Education St. Joseph's College245 Clinton Ave. NYIT - Dorothy Schure Campus Brooklyn, NY 11205-3688 Old Westbury, NY 11568 Lorraine Homey Ms. Josephine Fusco Assistant Dean, Education Assoc. Dean School of Cont. Educ. Brooklyn College - Bedford & Ave. H SUNY- Social & Behavioral Sciences Bldg. Brooklyn, NY 11210 Stony Brook, NY 11794-43':,5 Arthur Hughes John Garvey Chair, Dept. Dean St. Francis College - 180 Remsen St. CUNY - 535 E. 80th St. Brooklyn Hts., NY 11201 New York, NY 10021 Christine Howard Dr. Esther Glass Director of Education Placement Division of Education PH 104 Southhampton Campus Queens College LIU 65-30 Kissena Blvd. Brookville, NY 11548 Flushing, NY 11367 A.W. Godfrey Shirley Hune Director, Liberty Part. Prog. Associate Provost SUNY Social & Behavioral Sciences Bldg. Hunter College - 695 Park Ave.. Stony Brook, NY 11794-4335 New York, NY 10021

14 Prof. Joann Jacullo-Noto /yr. Lewis Lyman Director, Office of Teacher Education Director of Graduate Education Teachers College, Columbia University College of New Rochelle New York, NY 10027 Castle Place Brother James Kearney New Rochelle, NY 10805 Director of Teacher Education Maureen McCarthy Marist College - North Rd. Coordinator of Special Education Poughkeepsie, NY 12601 Mercy College Dr. Sally Kaminsky 555 Coordinator, Elementary & Secondary Dobbs Ferry, NY 10522 Undergraduate Program Dr. Edward Miller College of S.I. - 130 Stuyvesant Pl. Dean, Graduate School Staten Island, NY 10301 College of New Rochelle Dr. Jeffrey Kane, Dean Chadwick 202 Ade 1phi Universiyt New Rochelle, NY 10805 Garden City, NY 11530 Dr. Joel E. Mitt ler Norbert Leeseberg Interim Dean Chairperson, Dept. of Education/ School of Education Wagner College - Howard Ave. & Campus Rd LIU/CW Post Campus Staten Island, NY 10301 Northern Blvd. Brookville, NY 11548 Sister Rosemary Lesser Associate Chairperson Carol Mil lsom, Prof. Child Study Department NYU St. Joseph's College - 245 Clinton Ave. 239 Greene St., 200 East Bldg. Brooklyn, NY 11205-3688 New York, NY 10003 James Lovett Professor John Mayher Assistant Dean, Education New York University Brooklyn College - Bedford & Ave. H 239 Greene St., 200 East Bldg. Brooklyn, NY 11210 New York, NY 10003 Dr. Jed Luchow Dr. Edward Miller Coordinator, Sp. Educ Prog. Dean Graduate School College of S.I.- 130 Stuyvesant P1. College of New Rochelle - Chadwick 202 Staten Island, NY 10301 New Rochelle, NY 10805 Roger Landroth Doris Nobi Deputy Chairperson Professor Dept. of Education Teachers College, Columbia University Baruch College17 Lexington Ave. New York, NY 10027 New York, N.Y. 10010 Mrs. Elizabeth Nolan Professor Donald Leeds Coordinator Teacher Education Wagner College - Howard Ave. & Campus Rd Marist College - North Rd. Staten Island, NY 10301 Poughkeepsie, NY 12601 Toby Litt, Ph.D. Ethel Or lran Coordinator, Student Services Asst. Dean Division of Education Stern Col. for Women - LIU - University Plaza 245 Lexington Avenue Brooklyn, NY 11201 New York, NY 10016

15

2D Cynthia Onore Sister John Raymond Dept. Chair, Sec. & Cont. Educ. Chairman, Secondary Education Dept. School of Education St. Joseph's College - 245 Clinton Ave. The City College Brooklyn, NY 11205-3688 Convent Avenue & 138th Street Elizabeth Reitbauer New York, NY 10031 English Language Director Jane Dineen Panek Concordia College Chairperson - Education Carole S. Rhodes Molloy College - 1000 Hempstead Ave. Assistant Professor Rockville Centre, NY 11570 College of New Rochelle Ann Marie Pagnotta Castle Place Assistant Professor/Math New Rochelle, NY 10805 Molloy College Richard L Rogers 1000 Hempstead Avenue Vice President & Secretary Rockville Centre, NY 11570 New School for Social Research Joan R. Pardes 66 West 12th Street Chair, Dept. of Educ. New York, NY 10011 Manhattanvilh.: College Migdalia Romero Purchase Street Chairperson, Curriculum & Teaching - Hunter College Purchase, NY 10577 695 Park Ave. Robert Postman New York, NY 10021 Chair Education Jerrold Ross, Assoc. Dean Mercy College for Academic Affairs NYU 555 Broadway 239 Greene St., 200 East Bldg. Dobbs Ferry, NY 10522 New York, NY 10003 Molloy College - 1000 Hempstead Ave. Dr. Frances Rust Isabel D. Pascale Chair Department of Curriculum & Teaching Director, Division of Education Hofstra University LIUUniversity Plaza Hempstead, NY 11550 Brooklyn, NY 11201 Dr. Susan Riemer Sacks Rockville Centre, NY 11570 Chair, Education Dept. Prof. Bertha Perez - 3009 Broadway Director of Special Education New York, NY 10027 SUNY Teacher Education Box 210 Dr. Alan Sadovnik Old Westbury, NY 11568 Director, Elementary/Secondary Educ. Irene S. Pyszkowski, Ph.D. Ade 1phi University Associate Professor Garden City, N.Y. 11530 St. John's University Ms. Sidney Schwartz Division of Education Chair, Elementary & Early 300 Howard Avenue Childhood Educ. & Serv. Staten Island, NY 11209 Queens College - P.H. 104 Diane Quandt 65-30 Kissena Blvd. Assistant Professor Hushing, N.Y. 11367 College of New Rochelle Chadwick 202 New Rochelle, NY 10805

16 Dr. Basilio Serrano Chris Suggs Convener of Teacher Education Academic Affairs SUNY Teacher Education Box 210 CUNY Central Old Westbury, NY 11568 535 E. 80th St. New York, NY 10024 Prof. Jan Speisman Bronxville, NY 10708 Director of Field Experience SUNY Teacher Education Box 210 Lee Ann Truesdell Old Westbury, NY 11568 Coordinator of Special Education Dr. Murray Schneider Queens College President 65-30 Kissena Blvd. Council of Administrators & Supervisors Flushing, NY 11367 88 Sunnyside Blvd. Suite 209 Sister Kathleen Waters Plainview, NY 11803 Associate Professor of Educ. Dr. Susan Sandy Molloy College - 1000 Hempstead Ave. Associate Professor of Education Rockville Centre, NY 11570 Stern College for Women - Yeshiva Univ. Don Watkins 245 Lexington Ave. Ombudsman New York, NY 10016 Baruch College17 Lexington Ave. New York, NY 10010 Stanley Silverman Academic Computing Sr. Barbara Werner, O.P. NYIT Dorothy Schure Campus Director of Teacher Education New York, NY 10027 Dominican College - 10 Western Hwy. Frank Slade Hempstead, NY 11550 Chair, Philosophy Dept. Katherine Knight Wilcox St. Francis College180 Remsen St. Senior Associate in Education Brooklyn His. NY 11201 Barnard College3009 Broadway Barbara Smulder New York, N.Y. 10027 Coordinator of Student Teaching Evan Williams Mercy College Dean, Undergraduate Studies 555 Broadway Brooklyn College - Bedford & Ave. H Dobbs Ferry, NY 10522 Brooklyn, NY 11210 Dr. Stephen Steffens Karen Zumwalt Professor Associate Professor Concordia College 130 Ogden Avenue 171 White Plains Rd. Dobbs Ferry, NY 10522 Bronxville, NY 10708 NEW YORK STATE EDUCATION DEPARTMENT ALBANY. NEW YORK 12234 .NON-PROFIT ORG. U.S. POSTAGE PAID Albany. N.Y. Nrrnit No. 293

23 EiS1 COPYrei RAKE