James O’Meara: Transforming Teacher Education

I think we might talk a little bit about the educated preparation learning community. Yeah. And so one thing that’s happening here. Is the idea of. Transformation. So we’re one of six institutions that have joined a cohort. To transform the way we think about teacher education. Every cohort member. Identifies or is identified as a minority serving institution because of the emphasis on diversification to this pool, key drivers that we’re looking at here. one is. The idea of the educated candidates and what curriculum and what experiences. With elevated levels of readiness. To meet the needs of the districts that we’re serving. And so recently, we’ve done a lot of work with our partners. We see ourselves now as a learning community where people at the table include our district partners. Apparently Asians have students. And a faculty. With this idea of genuine understanding of meeting the needs of the district, it’s not about us producing a teacher that we think would be best based on our preparation. It’s this shift to how can we use the collective wisdom of our community? To increase our capacity to meet the needs of the learners and when we do that. Look to the edges, look to the margin to see which learners aren’t we reaching and how we serving. Now to do that, we need partnerships and collaborative leadership. And so we’re focusing on this idea of beyond a handshake to a huddle. There’s regular huddles where we sit. Look at some of the challenges, the top of mind, the things, we’re stuck. A ship with the intent to generally understand. On what’s the true cause? The issue of concern and then what’s a relevant, reasonable, scalable and feasible solution that we can put in place? The one that’s a real area for growth for us is the like the concept of the teacher who is the teacher educator. Traditionally, you think of faculty being the teacher educator. When you’re starting to wonder what’s the role of the district personnel? What’s the role of the teacher or leaders they’re responsible for on boarding? The instructional days to connect with the state curricula. The parent liaison, so we can better understand the barriers that these lenders may be facing. And then we’re also looking to external groups like National Board like Act, Center for Equity. Like, raise your hands taxes. They start to think, well, what what are we missing, what could we learn from other folks that could help us get closer to where we want to be with this transformation? And the last piece is this idea of data. If we’re true learning community, we really want to move from this concept of am I doing it right? To answering the question. Is it the right thing to do with the community members input? And then finally, through the assistance of data, how do I know? Or how do we know? The what we’re doing is working and elevating our capacity to meet the needs of the districts in terms of the Typekit certification area, the numbers and also the locations for those teachers with the dispositions that will reinforce the coaches, which are very different cultures of the right and the United States. So collectively, those four areas of teaching the teacher candidate. The collaborative, the collaborative or inclusive leaders of the community. The teacher educators themselves and who are the teacher educators, all guided by this idea of. Data inform decision making.

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