“Teachers can occasionally be wrong. If they are wrong too often, they should not be teaching. If they are never wrong, they belong in heaven, not a college classroom.”
Svinicki, M., & McKeachie, W. J. (2014:5).
Summary: Both readings for the week centered on teacher effectiveness and competence. As Svinicki and McKeachie (2014) focuses on the appropriate strategies and practices university teachers (especially the novice teachers) can adopt so that they can be effective and gain competence in their practice, the National Council for Accreditation of Teacher Education [NCATE] (2010), a national policy document in the United States also emphasizes strategies and practices teacher preparation institutions must adopt in the form of training that connects theory to practice (clinical practice) in their teacher preparation programs in order to turn out effective and competent teachers. McKeachie’s Teaching Tips (Svinicki & McKeachie 2014) talks about strategies for quality syllabus preparation and how teacher can make their first class meeting successful. The authors show how advanced preparation helps novice teachers to have a firmer grips of their assigned course(s). The NCATE advocates partnership between teacher preparation institutions and district schools (Professional Development School [PDS]) in the institution’s catchment areas in ensuring adequate theory to practice or clinical preparation of pre-service teachers where there will be actual connection between what the schools need and how pre-service teachers are prepared to accomplishing it. With this, teacher preparation becomes a shared responsibility. This is to ensure that pre-service teachers gain the knowledge and appropriate pedagogical skills needed to enable them succeed in the teaching job by the time they complete their programs of study. In order to achieve this, all teacher preparation institutions in the US are held accountable by requiring them to meet revamped accreditation criteria to enable them operate. Teacher preparation institutions are also required to treat their programs professionally like other professions. Both readings show that effective teachers can help curb some of the sensitive issues facing the society through enhanced teaching which leads to enhancing student learning.
Critical Analysis: I see Sir William Osler’s statement, “He who studies medicine without books sails an uncharted sea, but he who studies medicine without patient, does not go to sea at all” (NCATE 2010:2) as the summary of the purpose of the NCATE material. Thus, training teachers without adequate practice is the exact picture created by the second part of the statement showing how important the practice/internship aspect of pre-service preparation is. Because effective teacher is the one who can appropriately impart the knowledge he/she has to the benefit of the learners.
I support the idea that adding adequate clinical experience to course work in teacher preparation do not only equip them for the teaching job but also impact on the retention rate. This is true because this type of preparation help reduce the frustration novice teachers encounter (content and pedagogical skills) in the early years of teaching which sometimes force them to leave the classroom for other jobs. Similarly, Svinicki and McKeachie (2014) chapters give insightful information to help novice university instructors to have a good start which usually serves as a springboard for successful college or university teaching.
Again, I see the NCATE recommendation as appropriate and laudable because it require the stakeholders especially the teacher preparation institutions and the PDS to move outside their comfort zone a bit and challenge themselves by making them accountable for equipping pre-service teachers with quality knowledge and pedagogical skills that help them succeed in their teaching job by enhancing student learning. That is, selecting quality teacher candidates and giving them the appropriate training (coursework and clinical preparation) obviously revamps the teaching professional which leads to student success because there is increased student learning. This purpose is similar to that of the Part 1 of the McKeachie’s Teaching Tips in that it centers on the preparation and practices that higher education teachers can adopt to ensure students’ success. These tips, from the advanced planning stage to the first time the instructor meets his/her students for the first, are geared toward effective and competent practice that seek to enhance student learning.
The NCATE material is very insightful, however, there are few terminologies that I was not familiar with as I am alien to US education system therefore were unclear e.g. ‘Teacher Residency program’, ‘Uncommon Schools’, ‘Charter School’ ‘PACT’ assessment, etc.
Reflection: I personally benefited from reading the Part I of McKeachie’s Teaching Tips before meeting with my students this week (First class meeting). These chapters were appropriate and timely for me because there was a change in the syllabus preparation in the College of Education (COEDU). These tips did not only serve as good resource for my syllabus preparation but also gave insightful strategies and tips on how to make my first meeting with my students enjoyable and tension free. I wished I had read this book early especially last fall which was my first time of teaching in the US. I will advise that the authors write an abridged version of teaching tips that will be suitable for novice teachers at all levels of education to service as a handbook/resource for early years in teaching.
I am beginning to believe that the training I am receiving currently as a doctoral student and a graduate assistant (GA) has something to do with the NCATE recommendation because these two roles have given me the opportunity to practice the knowledge I am acquiring to have a practical feel of it. Aside from the personally benefits, I see the transformation the NCATE is bringing into US teacher preparation as a good leap to success in the teaching profession because the actual needs of the school has become the focus of teacher preparation. I think other countries like my home (Ghana) need restructure their teacher preparation programs that is mainly focusing on content to increase the practice aspect so that we can turn out teachers who are ready for the job and also increase student learning which seem to be the lost focus. This will help bridge the gap between theory and practice in most teacher preparation programs outside US and the likes.
Reference
National Council for Accreditation of Teacher Education. (2010, November). Transforming
teacher education through clinical practice: A national strategy to prepare effective
teachers. Washington, DC: Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research,
and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014:5).
Summary: Both readings for the week centered on teacher effectiveness and competence. As Svinicki and McKeachie (2014) focuses on the appropriate strategies and practices university teachers (especially the novice teachers) can adopt so that they can be effective and gain competence in their practice, the National Council for Accreditation of Teacher Education [NCATE] (2010), a national policy document in the United States also emphasizes strategies and practices teacher preparation institutions must adopt in the form of training that connects theory to practice (clinical practice) in their teacher preparation programs in order to turn out effective and competent teachers. McKeachie’s Teaching Tips (Svinicki & McKeachie 2014) talks about strategies for quality syllabus preparation and how teacher can make their first class meeting successful. The authors show how advanced preparation helps novice teachers to have a firmer grips of their assigned course(s). The NCATE advocates partnership between teacher preparation institutions and district schools (Professional Development School [PDS]) in the institution’s catchment areas in ensuring adequate theory to practice or clinical preparation of pre-service teachers where there will be actual connection between what the schools need and how pre-service teachers are prepared to accomplishing it. With this, teacher preparation becomes a shared responsibility. This is to ensure that pre-service teachers gain the knowledge and appropriate pedagogical skills needed to enable them succeed in the teaching job by the time they complete their programs of study. In order to achieve this, all teacher preparation institutions in the US are held accountable by requiring them to meet revamped accreditation criteria to enable them operate. Teacher preparation institutions are also required to treat their programs professionally like other professions. Both readings show that effective teachers can help curb some of the sensitive issues facing the society through enhanced teaching which leads to enhancing student learning.
Critical Analysis: I see Sir William Osler’s statement, “He who studies medicine without books sails an uncharted sea, but he who studies medicine without patient, does not go to sea at all” (NCATE 2010:2) as the summary of the purpose of the NCATE material. Thus, training teachers without adequate practice is the exact picture created by the second part of the statement showing how important the practice/internship aspect of pre-service preparation is. Because effective teacher is the one who can appropriately impart the knowledge he/she has to the benefit of the learners.
I support the idea that adding adequate clinical experience to course work in teacher preparation do not only equip them for the teaching job but also impact on the retention rate. This is true because this type of preparation help reduce the frustration novice teachers encounter (content and pedagogical skills) in the early years of teaching which sometimes force them to leave the classroom for other jobs. Similarly, Svinicki and McKeachie (2014) chapters give insightful information to help novice university instructors to have a good start which usually serves as a springboard for successful college or university teaching.
Again, I see the NCATE recommendation as appropriate and laudable because it require the stakeholders especially the teacher preparation institutions and the PDS to move outside their comfort zone a bit and challenge themselves by making them accountable for equipping pre-service teachers with quality knowledge and pedagogical skills that help them succeed in their teaching job by enhancing student learning. That is, selecting quality teacher candidates and giving them the appropriate training (coursework and clinical preparation) obviously revamps the teaching professional which leads to student success because there is increased student learning. This purpose is similar to that of the Part 1 of the McKeachie’s Teaching Tips in that it centers on the preparation and practices that higher education teachers can adopt to ensure students’ success. These tips, from the advanced planning stage to the first time the instructor meets his/her students for the first, are geared toward effective and competent practice that seek to enhance student learning.
The NCATE material is very insightful, however, there are few terminologies that I was not familiar with as I am alien to US education system therefore were unclear e.g. ‘Teacher Residency program’, ‘Uncommon Schools’, ‘Charter School’ ‘PACT’ assessment, etc.
Reflection: I personally benefited from reading the Part I of McKeachie’s Teaching Tips before meeting with my students this week (First class meeting). These chapters were appropriate and timely for me because there was a change in the syllabus preparation in the College of Education (COEDU). These tips did not only serve as good resource for my syllabus preparation but also gave insightful strategies and tips on how to make my first meeting with my students enjoyable and tension free. I wished I had read this book early especially last fall which was my first time of teaching in the US. I will advise that the authors write an abridged version of teaching tips that will be suitable for novice teachers at all levels of education to service as a handbook/resource for early years in teaching.
I am beginning to believe that the training I am receiving currently as a doctoral student and a graduate assistant (GA) has something to do with the NCATE recommendation because these two roles have given me the opportunity to practice the knowledge I am acquiring to have a practical feel of it. Aside from the personally benefits, I see the transformation the NCATE is bringing into US teacher preparation as a good leap to success in the teaching profession because the actual needs of the school has become the focus of teacher preparation. I think other countries like my home (Ghana) need restructure their teacher preparation programs that is mainly focusing on content to increase the practice aspect so that we can turn out teachers who are ready for the job and also increase student learning which seem to be the lost focus. This will help bridge the gap between theory and practice in most teacher preparation programs outside US and the likes.
Reference
National Council for Accreditation of Teacher Education. (2010, November). Transforming
teacher education through clinical practice: A national strategy to prepare effective
teachers. Washington, DC: Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research,
and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.