 | Association of Teacher Educators |
Uses of The Standards
EXAMPLES OF HOW THE STANDARDS ARE USED
Texas Wesleyan University
Associate Professor and Director of Field Experience
Teacher Educator Standards in their entirety are included in the Field Supervisor and Cooperating Teacher Handbooks. Cooperating teachers are invited to a training dinner with their teacher candidate where the standards are reviewed and emphasized.
Wright State University
Romena M. Garrett Holbert Ph.D., NBCT
AYA Science Education Program Director
Associate Professor - Teacher Education
As program director for a secondary science education teacher preparation program, I used the Standards for Teacher Educators to undergird by decision-making and collaborative activities surrounding program redesign. The Cultural Competence Standard provided the reminder that our program must remain responsive to the needs of a changing demographic of both p-12 learners and teacher candidates. In keeping with this focus, enactment of the Collaboration Standard with Arts and Sciences faculty was extensive and was rooted in redefining a collaborative vision for our programs.
Frostburg State University
Jamelyn C. Tobery-Nystrom, EdD
Coordinator of M.Ed. Special Education
As the Coordinator of the M.Ed. Special Education program, I used the Association of Teacher Educators' Standards for Teacher Educators to create my own Teaching (Instructional Design and Performance) professional development and examine my own practice. Through the re-framing of thoughts about my own practice, I validate and provide reasons for changing or adapting my beliefs by analyzing my teaching through a single overarching question: What are my beliefs about my self-efficacy as a teacher-educator? The ATE Standards (2007), including the indicators and artifacts, help me re-frame my beliefs concerning my current teacher-educator practices. In the area of Teaching, I demonstrate meeting Standard 1—Teaching; Standard 2—Cultural Competence; Standard 4—Professional Development; Standard 6—Collaboration; Standard 7—Public Advocacy; and Standard 9—Vision. I use nonfiction texts spanning the last 51 years from 1967 to 2018 on social justice, the history of special-education law, classrooms from the perspective of teachers and students, and disability categories. I present using technology, multimedia, and cooperative-learning opportunities (Standards 1, 2, 4, 6, and 7). I model best practice instruction for the graduate students, to help them acquire new teaching skills for their own practice (Standard 1). The development of a philosophy statement includes a pre- and post-survey of each student‘s individual special-education knowledge (Standards 1, 2, 4, 7, and 9). I created a rubric for specific requirements to be addressed. I also am an experiential instructor, designing field-trips to hear speakers discuss disability categories, teaching strategies, and public policy (Standards 1, 2, 4, 6, 7, and 9).
University of Nevada, Las Vegas
Associate Professor of Teacher Education
Department of Teaching and Learning
Using ATE standards for development of doctoral program to prepare teacher educators: This program is projected for professional educators who have an interest in becoming practitioner-oriented scholars in teacher education and who are interested in teacher education as a content area for research. Completing this degree will enable individuals to answer the national call for teacher educators and researchers in this field. The program is one of only a few in the nation devoted to teacher education. http://tl.unlv.edu/doctoral/
Teacher Education Core Courses:
- CIG760R Inquiry into Teacher Education #2, 3, 7 & 9
CIG 760R is a 3-credit course and it focuses on a variety of issues related to education of teachers as well as the relationship between effective teaching practices, contexts and cultures of teaching and schooling, teachers’ knowledge, conceptions, experiences, and practice, and academic performances of diverse learners. It starts with an analysis of historical and classic literature on teaching and teacher education, the current institutional, regulatory and societal contexts of teacher education and teacher education programs, student diversity, and effective teaching practices that address the needs of ALL students. It then moves to explore the research agenda on teaching and teacher education. In the end, it examines the complex relationship between teacher education, teaching, and learning of diverse students.
- CIG 761: Theoretical Foundations in Education #8
This course is designed to assist doctoral students in gaining a greater understanding of the philosophical, historical, sociological, and cultural foundations of teaching and learning in the United States. In examining the foundations of education, doctoral students will have opportunities to analyze contemporary issues and future trends in education from broadly based perspectives. The overall focus is on the history of ideas in American education.
- CIG762 Instructional Strategies and Learning to Teach in Higher Education #1, 3, 4 &5
This course is designed to help doctoral students understand the important issues relevant to the past, present, and evolving pedagogical content of teacher education in the setting of Higher Education. Its topics include the role and work of the teacher educator, teacher educator curricular issues, and effective teaching strategies for working with adult learners.
- CIG763 Advanced Research in teaching and learning to teach #2, 3, 4, 7
This advanced doctoral seminar is designed to enhance doctoral students’ to research knowledge and skills in teaching and learning to teach. Additionally, this course provides reading and writing assignments and classroom discussions to provide opportunities for doctoral students to apply research knowledge to writing dissertation or research paper. With the consideration of student needs that result from different stages of the program, this course will discuss how the internship that has been completed or is going on helps doctoral students to learn to conduct educational research and discuss how they will successfully complete the processes of the program such as the completion of qualifying exam, proposal, and dissertation; as a result, doctoral students prepare themselves to move toward a new academic career with a good understanding of career and professional identity path.
The Ohio State University, Columbus, OH
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
~ Each of the doctoral level courses reference the ATE standards in the syllabus, and the courses 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.
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.