Advancing theoretical frameworks for relevant clinical practice related to academic and professional content, achievement gap research and teacher performance models, the College of Education re-conceptualized its educator preparation program. The university’s role is transformed from primarily focusing on teacher education in PK-12 classrooms to a broader, inclusive method, supporting informal as well as formal educational settings. Active partnerships with youth serving community agencies contribute to candidates’ experience with ongoing community issues and needs, learning challenges and educational opportunities in non-school settings, as well as using a centralized, systematic electronic platform assessing candidates’ developmental performance on standards for impacting PK-12 student learning grounds and documents course and clinical work. Outcomes and implications describe developing educators who understand their profession more broadly and can teach and assess in a variety of learning settings beyond the classroom. This article presents the rationale supporting the college’s redesign, its structure, and its challenges.
|Keywords:||Teaching, Instructional Design, Assessment|
Associate Dean, College of Education, Elementary, Early Childhood, Special Education and TEOSL Department, University of Missouri-St. Louis, St. Louis, Missouri, USA
Dean, College of Education, College of Education, University of Missouri-St. Louis, St. Louis, Missouri, USA
Associate Dean, Associate Research Professor, College of Education, University of Missouri--St. Louis, St. Louis, Missouri, USA
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