Accreditation - Teacher Education Unit Review
Michigan Technological University
Michigan State Board of Education/Michigan Department of Education
2004 INSTITUTIONAL REPORT
REPORT INDEX
Critical Accountability Factor II: Field Placement
Quality Indicator 2: The unit provides teacher
candidates opportunities for clinical practice in settings that support the
development of knowledge, skills, and dispositions appropriate for the grade
level and subject area of preparation.
A | B
A.
How does the college/university ensure that student teachers/teacher interns
are placed in elementary or middle schools or classes that meet student
academic performance standards (e.g. MEAP, NCA)?
We attempt always to place students in schools
accredited by the Michigan Department of Education. Thus, we examine MEAP
scores of prospective schools, school AYP, and compliance with all aspects
of NCLB. Schools which have been struggling, as determined by these measurements,
are not selected as placements for student teachers unless supervisors are
convinced that the school’s status will not negatively affect the quality
of the student teacher’s experience. The choice of which student teacher
to place in a given school requires familiarity with the objective and subjective
measures of school quality. We only place student teachers in classrooms where
the cooperating teacher is tenured and approved by the district and school
administrators. Because this is a relatively small area, department faculty,
supervisors, and the department chair know most school principals and superintendents
well. We seek their recommendations regarding the ability of prospective cooperating
teachers to serve as effective mentors to student teachers before making placements
in specific classrooms.
B.
What strategies are used to ensure that the cooperating teachers and university
supervisors have knowledge of and are proficient in the use of:
University supervisors of student teachers are
former or current area high school teachers who are hired because they
are recognized for their classroom expertise and familiarity with curriculum
standards
and assessment practices. They are actively engaged in professional development
and are committed to the effective mentoring of prospective teachers. They,
the faculty, and the department chair meet regularly, both informally and
in department meetings, to evaluate the backgrounds of potential cooperating
teachers. Surveys
of program completers indicate graduates were very satisfied
with their student teaching experience and with the support and mentoring
they received from cooperating teachers and university supervisors.
-
The Michigan Curriculum Framework, including Content Standards and
Benchmarks, Planning Guide, Teaching and Learning, Assessment, and Professional
Development
Our preference is for cooperating teachers who are fully engaged
in professional development and are committed to high standards through
the Michigan Curriculum Framework. The department's Student
Teaching Handbook is utilized by both student
teachers and by cooperating teachers. The handbook identifies the
department's expectations of the cooperating teachers regarding
MCF.
-
State recommended/developed tools and resources
Likewise, supervisors are fully engaged in professional development and
committed to using best practices as the basis of the education process.
They, the faculty, and the department chair select cooperating teachers
on the basis
of their classroom practice, involvement in professional development, and
innovative practices, including the use of state recommended and developed
resources. The department's Student
Teaching Handbook is utilized by both student teachers and by cooperating
teachers. The handbook identifies the department's expectations
of cooperating teachers.
-
Entry-Level Standards for Michigan Teachers (ELSMT)
Both supervisors and cooperating teachers are very aware of, and proficient
in the use of, ELSMT. The department's evaluation process for student
teachers, both by supervisors and cooperating teachers,
is structured directly around the Entry-Level Standards (see midterm and
final student teacher
evaluation forms).
-
Traditional and authentic strategies for assessing student performance
The department's Student
Teaching Handbook indicates the importance of a variety of assessment
strategies. Cooperating teachers are selected in part on the basis of
their understanding
and use a multiple assessment approaches. Supervisors, department faculty
and the department chair network with area principals and superintendents
to ensure that teachers selected as mentors to student teachers will
model
best
practices in assessment. Data from surveys
of program completers indicate that the Education
program at Michigan Tech is satisfying new teachers needs regarding the
management
and
monitoring of student learning.
-
Assessment data to guide instruction and for professional development
planning
The department's Student
Teaching Handbook is utilized by both student teachers and by cooperating
teachers. The handbook identifies the department's expectations of cooperating
teachers.
REPORT INDEX
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