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: Standards
: Why the Standards?
: Publications and Presentations about the Standards
: Materials to Use in Presenting the Standards
: How the Standards Are Used

EXAMPLES OF HOW THE STANDARDS ARE USED

Xavier University, Cincinnati, OH

First, all members of the Department of Secondary and Special Education unanimously agreed to endorse the "revised ATE teacher educator standards" as a framework for their individual work as teacher educators. This means that each member will decide--on his/her own--how this impacts their work in teaching students, in providing service to the profession, and in conducting research about teaching and learning. Nothing was mandated as a result of the vote of endorsement.

Second, Dr. Mike Flick (department chair) did state that everyone in the department will become members of ATE, and the department will pay the membership costs for the first year of membership.

The Ohio State University, Columbus, OH

(Submitted by Robert R. Hite, Ph.D., D.P.S., Associate Professor, Doctoral Study in Teacher Education Policy and Leadership, School of Educational Policy and Leadership, College of Education and Human Ecology, The Ohio State University)
 
Each of the doctoral level courses I teach reference the ATE standards in the syllabus, and the courses really do focus on those standards. Below are a few examples:
 
EDU P&L 756: Professional Development of Teachers
EDU P&L 756 is directly aligned with six of these standards; these are, accomplished teacher educators (1) apply cultural competence and promote social justice in teacher education; (2) engage in inquiry and contribute to scholarship that expands the knowledge base related to teacher education; (3) provide leadership in developing, implementing, and evaluating teacher education programs that are rigorous, relevant, and grounded in theory, research, and best practice; (4) collaborate regularly and in significant ways with relevant stakeholders to improve teaching, research, and student learning; (5) serve as informed, constructive advocates for high quality education for all students; and (6) contribute to creating visions for teaching, learning, and teacher education that take into account such issues as technology, systemic thinking, and world views.

EDU P&L 924: Pedagogy in Teacher Education
EDU P&L 924 is directly aligned with three of the nine standards:  Standard 1: Teaching - model teaching that demonstrates content and professional knowledge, skills, and dispositions reflecting research, proficiency with technology and assessment, and accepted best practices in teacher education; Standard 4: Professional Development - inquire systematically into, reflect on, and improve their own practice and demonstrate commitment to continuous professional development; and Standard 6: Collaboration - collaborate regularly and in significant ways with relevant stakeholders to improve teaching, research, and student learning.

EDU P&L 928: Inquiry in Teacher Education
EDU P&L 928 is directly aligned with four of these standards; that is, accomplished teacher educators (1) engage in inquiry and contribute to scholarship that expands the knowledge base related to teacher education; (2) inquire systematically into, reflect on, and improve their own practice and demonstrate commitment to continuous professional development; (3) contribute to improving the teacher education profession; and (4) contribute to creating visions for teaching, learning, and teacher education that take into account such issues as technology, systemic thinking, and world views.

EDU P&L 929: Program Development in Teacher Education
EDU P&L 929 is directly aligned with one of these standards: Standard 5: Program Development - provide leadership in developing, implementing, and evaluating teacher education programs that are rigorous, relevant, and grounded in theory, research, and best practice.

EDU P&L 937: Field Experiences and Clinical Practices in Teacher Education
EDU P&L 937 is directly aligned with five of these standards; these are, accomplished teacher educators (1) model teaching that demonstrates content and professional knowledge, skills, and dispositions reflecting research, proficiency with technology and assessment, and accepted best practices in teacher education; (2) apply cultural competence and promote social justice in teacher education; (3) engage in inquiry and contribute to scholarship that expands the knowledge base related to teacher education; (4) provide leadership in developing, implementing, and evaluating teacher education programs that are rigorous, relevant, and grounded in theory, research, and best practices; and (5) collaborate regularly and in significant ways with relevant stakeholders to improve teaching, research, and student learning.

(Additional examples will be added. Check back!)

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