Same Song, Different Choir
Location
Room 211
Proposal Track
Practice Report
Session Format
Round Table
Abstract
The CAPE standards have led to more precise, outcomes based expectations. However, the standards may have an adverse effect on Historically Black Colleges and Universities (HBCU) according to a group of HBCU education deans and administrators. This group represented educator preparation programs that graduate more than 50 percent of all Black public school teachers. The group contends that the CAPE standards will negatively “impact the delivery of their educator programs.” Some concerns are increased admissions criteria, accountability issues beyond a program’s control, and the ‘for-profit’ teacher training programs (Hawkins, 2013)..
Teacher preparation programs are now challenged to provide more functional field experiences, requiring increased collaboration between k-12 school systems and institutions of higher education (NCATE, 2010). These collaborations must lead to more instructional responsibilities for teacher candidates prior to the prominent, one-term “student teaching course.” There is significant evidence that extensive field experiences will promote higher student achievement gains (Daniels, Patterson & Dunston, 2010;Teaching, 2030, 2014).
Several models have proven effective for clinically-based (NCATE, 2010). These models generally fall within three categories--Teacher Residency, Blended, and Professional Development Schools. Given the scenarios that CAPE standards will have for HBCUs, the ‘best fit’ is a true quandary.
Keywords
CAPE Standards, Clinical partnerships and practices, Historically Black Colleges and Universities (HBCU)
Recommended Citation
Jenkins, Patricia A. Dr. and Ellis, Valeisha, "Same Song, Different Choir" (2014). Georgia Educational Research Association Conference. 23.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/23
Proposal
Same Song, Different Choir
Room 211
The CAPE standards have led to more precise, outcomes based expectations. However, the standards may have an adverse effect on Historically Black Colleges and Universities (HBCU) according to a group of HBCU education deans and administrators. This group represented educator preparation programs that graduate more than 50 percent of all Black public school teachers. The group contends that the CAPE standards will negatively “impact the delivery of their educator programs.” Some concerns are increased admissions criteria, accountability issues beyond a program’s control, and the ‘for-profit’ teacher training programs (Hawkins, 2013)..
Teacher preparation programs are now challenged to provide more functional field experiences, requiring increased collaboration between k-12 school systems and institutions of higher education (NCATE, 2010). These collaborations must lead to more instructional responsibilities for teacher candidates prior to the prominent, one-term “student teaching course.” There is significant evidence that extensive field experiences will promote higher student achievement gains (Daniels, Patterson & Dunston, 2010;Teaching, 2030, 2014).
Several models have proven effective for clinically-based (NCATE, 2010). These models generally fall within three categories--Teacher Residency, Blended, and Professional Development Schools. Given the scenarios that CAPE standards will have for HBCUs, the ‘best fit’ is a true quandary.
