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Excellence in Teacher Education. 1973 Distinguished American Association of Colleges for Teacher School Community Programs; *Tea

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Excellence in Teacher Education. 1973 Distinguished American Association of Colleges for Teacher School Community Programs; *Tea DOCUMENT RESUME ED 086 665 SP 007 601 TITLE Excellence in Teacher Education. 1973 Distinguished Achievement Awards Program. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. PUB DATE 73 NOTE 18p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Early Childhood Education; *Educational Innovation; Elementary Education; Inservice Education; *Programs; School Community Programs; *Teacher Education IDENTIFIERS Distinguished Achievement-Awards Entry ABSTRACT The State University of New York College of Cortland received the 1973 Distinguished Achievement Award for its Project Change, a performance-based early childhood teacher educat''n program. Also cited for distinguished achievement were a TS College of Ball State University, Indiana for an experimE 3gram designed to include laboratory-centered experiences in ti ling of elementary school teachers; b) Southern Colorado Stat'_ .ege for its Teacher Corps program which maximizes interaction arm.g public schools, the college, and the community; c) University of Massachusetts at Amherst for creating a council it the School of Education responsible for policy making, admissil leadership, administrative coordination, and program internsh 4nd d)Western Washington State College for demonstrating the efficacy of a competency-based teacher education program through a portal school while at the same time enlarging the cognitive and affective capabilities of inner-city elementary school children. The announcement booklet contains brief descriptions of the five award-winning programs and of the eight programs that received recognition certificates. A list of the 1973 entrants concludes the booklet. (DDO) FILMED FROM BEST AVAILABLE COPY 1I lib S I e - A Mk Ma AM A ioA 0 0 yA:- PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY U S DEPARTMENT OFHEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF /9/9 C. 7".-..-- EDUCATION I THIS DOCUMENT HASBEEN REPRO DUCED EXACTLY ASRECEIVED FROM TO ERIC AND ORGANIZATIONS OPERATING THE PERSON ORORGANIZATION ORIGIN UNDER AGREEMENTS WITH THE NATIONAL IN ATiNG IT POINTS OF VIEWOR OPINIONS RE PRE STITUTE OF EDUCATIONFURTHER REPRO STATED DO NOT NECESSARILYINSTITUTE OF DUCTION OUTSIDE TIE ERIC SYSTEM RE SENT OFFICIAL NATIONAL POLICY OUIRES PERMISSION OFTHE COPYRIGHT EDUCATION POSITION OR OWNER Copyright CO 1973 by THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION One Dupont Circle Washington, D. C. 20036 PresidentGeorge W. Denemark Dean, College of Education University of Kentucky President-electWilliam A. Hunter Dean, School of education Tuskegee institute Executive DirectorEdward C. Pomeroy Standard Book Number 910052-71-9 IN MEMORIAM Violet T.C. Richards, chairman, Division of Education, Dillard University, suffered a stroke while attending the meeting of the Distinguished Achievement Awards Panel of Judges. She died two weeks later at the George Washington Hospital. The Associatiqn acknowledges her contribution to the 1973 Distinguished Achievement Awards Program and her even greater contributions to the teacher education profession. The Distinguished AchievementAwards ENCOURAGEMENT AND RECOGNITION OF EXCELLENCE Innovation,implementation, and and those the judges have change are the necessary actions designated as worthy of special by which teacher education recognition. The Association hopes programs at colleges and that the wide range of programs universities bring about desired cited in this booklet will lead to achievement and progress. Schools further improvements in teacher of education across the country still education and that the sense of strive for improvement despite achievement reflected in these dwindling resources, curtailed programs will serve to remind the budgets, widespread criticisms, and Aublic that quality of preparation general apathy. Often, their is being provided in the training of achievement and progress remain teachers. Each participating college unrecognized by both the teacher and university and its faculty and education profession and the public. students are commended by the The main purpose of the Association for making these American Association of Colleges awards possible. for Teacher Education always has The Association is deeply grateful been the encouragement and to the Distinguished Achievement recognition of excellence by its Awards Panel of Tudges who member institutions. Many of the undertook the decision-making Association's activities have been responsibilities. Members of the devoted to encouraging Panel were: ChairmanRobert J. improvements in teacher education Alfonso, dean, College of programs, which, in turn, benefit Education, Kent State Uhiversity; the profession. Lawyer Chapman, former district The Association's Distinguished zoordinator for teacher education, Achievement Awards for Washington Portal School, Excellence in Teacher Education, Philadelphia; Donald Hight, which were begun in 1965, are professor of mathematics, Kansas designed to encourage member State College of Pittsburg; colleges and universities to describe Jonathan Messerli, dean, School of their successful programs, thereby Education, Hofstra University; stimulating other institutions and Violet K. Richards, chairman, toward excellence in their programs. Division of Education, Dillard University. This booklet summarizes the programs of the 1973 Distinguished Edward C. Pomeroy Achievement Awards, recipients Executive Director, AACTE 1 The Distinguished Achievement Award STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND Cort Lad, New York President Richard C. Jones Dean, Division of Education Louis Rzepka Project Staff Thomas Lickona Ruth Nickse David Young Susan Dalziel Nancy-Jo Scheers Project Change is an early change in teacher education at childhood teacher education Cortland and in the College's program at the State University of relationship with public schools in New York College at Cortland. central New York. In 1969, a group of College and community educators developed a Eight features define the program proposal for a multiyear early in practice. The first feature childhood project that would incorporated into the Project is that create new teacher training students direct their own learning. programs at Cortland for early In seven new early childhood childhood ttachers and that education courses developed by would support and work with Project Change, students are free to regional schools. choose from a wide range of knowledge and behavioral The proposal for Project Change competencies and select the ones was approved for funding by the which best meet their interests Early Childhood Branch of the U. S. and needs. Office of Education. The grant has been renewed twice, and, recently, For example, the student first the Project was selected for a fourth, chooses the content areas in which final year of federal funding. The to do his competency projects. end of outside funding will not Then, he selects a particular mean the end of the Project, problem ,,rithin each of those areas however. Care has been taken to and proceeds to do a refined institutionalize the new programs diagnosis of the problem, designs in ways that will mean lasting a strategy for coping with the 3 problem, implements the strategy Since students in the courses are with the child, and evaluates its scattered throUghout the region, effectiveness. the five-member Project staff is not The second feature of the Project able to observe their performance is courses that are practicum- directly. Sometimes one member of -centered. The Majority of students the class observes another and does in the program are part-time an evaluation as one kind of students who take the courses in competency project. More the afternoon or evening. Mast are frequently, however, a form of full-time teachers in the area's student self-report is used. A schools. Therefore, most of the videotape, a slide presentation, a students have their own classrooms talk in front of the class, or a as daily practicum sites. written description of the teaching Those students who are not situation is submitted by the teaching participate in the student. classroom of another student in the The program is organized in teams. course or are helped to find a One of the aims of the Project is to practicum site somewhere else. develop a different model of staff Class lectures and discussions are relationships. There are four full- organized around the content areas time staff members: one who in which students do their field directs the project and teaches competency projects, thereby part time, two who teach most of ensuring that the practicum the courses, and one who works experience is integrated with mainly in the field. There is also a academic work, rather than simply half-time research associate who is added on to it. in charge of program evaluation Another of the Project's features Staff members lecture in their areas is that it is performance-based. of expertise in each other's courses. The program differs from some There are weekly meetings of all conceptions of performance-based staff on total program development education in that Project Change or specific course matters, and there students select the competencies are many more informal contacts. to acquire and there is no The fifth feature of the Project is predetermined criterion of that it is interdisciplinary. Faculty performance success. from eight different College 4 departments have been invited to are accumulated in an "Early give guest presentations. People in Childhood Education Ideas Bank"
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