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Quality Teaching Dialogue Day
April 8, 2004
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South Mountain Community College
7050 S. 24th Street Phoenix, Arizona
(602) 243-8000
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For residential faculty, this event has been submitted for pre-approval for 5.5 clock hours of Non-Academic Advancement Faculty Professional Growth (FPG) non-academic advancement.
Quality Teaching and Student Success in Maricopa's Teacher Education Programs
April 8, 2004
South Mountain Community College
Performing Arts Center (PAC)
9:30 a.m. to 11:30 a.m.
Student Union 11:30 a.m. to 3:30 p.m.
Registration begins at 9:00 a.m.
Lunch will be provided.
featuring
Dr. James Stronge
Heritage Professor, School of Education
College of William and Mary
President G. Bush's revised Elementary and Secondary Education Act, known as No Child Left Behind (NCLB), mandates "quality" teachers and paraprofessionals in every classroom by 2006. As Arizona's policymakers, university teacher training programs, and schools districts grapple with a definition of "quality," it is clear that community college teacher education programs play a vital role in early preparation of early pre-service teachers.
Knowing what research advocates as aspects of quality positions Maricopa education faculty and programs to both take an active role and lead the pack in this effort. Rather than continue to develop programs based on intuition or outdated practice, a new look at recent research is required. This event's presentation and subsequent focused discussion allow opportunities for participants to both learn and process the learning in such a way as to benefit students and the profession at large.
In the MCLI tradition of Dialogue Days, this event purports to attract faculty from a variety of disciplines and engage them actively in activities and dialogue that both inform of and explore characteristics of "quality" teachers and the implications for teaching and learning in Maricopa's Teacher Education programs and curriculum.
Goals
Participants will learn specific knowledge, skills, attributes and dispositions of "quality" teachers and explore the implications of this information for developing curriculum, methods, and programs that address them on behalf of our students who are future teachers.
Agenda
- 9:00-9:30 a.m. Registration
- 9:30-11:30 a.m. Keynote Presentation
What Matters Most: What Research Says about Teacher Quality and Student Success
Dr. James Stronge
- 11:30-11:45 Break and Move to Lunch
- 11:45-12:30 Working Lunch
Opening Remarks and Focused Conversation
Dr. Richard Malena
What did we learn from the presentation that applies to our role in developing early pre-service teachers?
- 12:30-2:00 Group Interaction
Facilitated by Dr. James Stronge
What are applications and implications of current research on Maricopa Teacher Education Programs with specific regard to: curriculum, foundation education courses, field experience/service learning?
- 2:00-2:15 Break
- 2:15-2:45 College Team Activity:
Based on the implications of the current research on what we do in early pre-service teacher programs:
What are our college's strengths?
What action is needed?
What recommendations do we have for our programs?
To whom should these recommendations be addressed?
- 2:45-3:00 Idea Share: Sharon Fagan
- 3:00-3:30 Observation and Summation
Dr. James Stronge
Closing Remarks, Event Evaluation
Dr. Richard Malena
About the speaker...
James H. Stronge is Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary in Williamsburg, Virginia. Among his primary research interests are a) teacher effective and student success, and b) teacher and administrator performance evaluation. He has worked with numerous school districts, state, and national educational organizations to design and develop evaluation systems for teachers, administrators, superintendents, and support personnel.
His most recent research project, in conjunction with SERVE- the regional educational laboratory located at the University of North Carolina, Greensboro, explores the connection between teacher effectiveness for National Board Certified Teachers and student achievement.
He is the author or co-author of numerous articles, books, and technical reports on teacher quality and performance evaluation.
Selected authored, co-authored, and edited books include:
- Evaluating Professional Support Personnel in Education
(Sage Publications, 1991)
- Evaluating Teaching: A Guide to Current Thinking and Best
Practice (Corwin Press, 1997)
- Teacher Evaluation and Student Achievement (National Education
Association, 2000)
- Handbook on Teacher Portfolios for Evaluation and Professional
Development (Eye-on-Education, 2000)
- Qualities of Effective Teaching (Association for Supervision
and Curriculum Development, 2000)
- Superintendent Evaluation Handbook (Scarecrow Press, 2003)
- Handbook on Teacher Evaluation (Eye on Education, 2003)
- Handbook on Educational Specialist Evaluation (Eye on
Education, 2003)
- Handbook on Qualities of Effective Teaching (Association
for Supervision and Curriculum Development, anticipated
publication date, Fall, 2004)
- Assessing Teacher Quality (Association for Supervision
and Curriculum Development, anticipated publication date,
Fall, 2004).
His doctorate in the area of educational administration and planning was received from the University of Alabama. He has been a teacher, counselor, and district-level administrator. He can be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795, 757-221-2339, or jhstro@wm.edu
Faculty Professional Growth
This Dialogue Day has been submitted for pre-approval for 5.5 clock hours of Non-Academic Advancement Faculty Professional Growth non-academic advancement.
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