WIXLIB

East Carolina UniversityTEACHEAST/p.54Eastern Illinois UniversityAlternative Secondary Education Program/p.55Eastern Kentucky UniversityCollaborative Reform Program/p.56lames Madison UniversityNatural Sciences for Preservice Teachers: AModel Partnership/p.57Breaking the Mold in Teacher Education/p.58Johnson State CollegeMiddle Schools Incentive/p.60Kean College of New JerseyProject TEEMS (Teaching Elementary EducationMathematics and Science)/p.61Millersville University of PennsylvaniaPedagogy Seminars/p.62Montana State University-BillingsInfusion of Preparation for Collaboration inPreservice/lnservice Education/p.63Northwestern State UniversityIntegration of Technology into the Teaching/Learning Process/p.64Oklahoma State Regents for Higher EducationSystemwide Teacher Education Review/p.65Southern Illinois University at CarbondaleChanges in TEP Curriculum/p.66State University of New York, College at CortlandPreparation of Resource Specialists for InclusivePhysical Education/p.67State University of New York College at FredoniaThe Changing Curriculum in Teacher Education(RARE Program)/p.68State University of New York at New PaltzMaster of Science in Teaching Degree Program/p.70State University of New York College at PotsdamClustr Courses: Integrating CollaborativeAlternatives to Methods Courses/p.7 IUniversity of North Carolina-GreensboroThe Clinical Dimensions of Teacher EducationArizona State University WestMUSE: Multicultural Urban School Experience/p.84California State University, FresnoSenior P:oject for Future Elementary Teachers/p.85Central Missouri State UniversityAction Research/p.86Coastal Carolina UniversityThe Clinical Dimensions of Teacher Education/p.87East Carolina UniversityModel Clinical Teaching Program/p.88Fort Lewis CollegeEarly Childhood Development Center/p.89Indiana University of PennsylvaniaEducational College-School Partnerships/p.90Jacksonville State UniversityClinical Experiences: A Scope and SequenceModel/p.92Mansfield University of PennsylvaniaStudent Teacher Reflection and Decision MakingWorkshops/p.92Middle Tennessee State UniversityProfessional Development Schools/p.94Northeastern Illinois UniversityEast Maine District #63/Northeastern IllinoisUniversityApprenticeship Program/p.94Purdue University North CentralThe Master Teacher Corps/p.96Rowan College of New JerseyImproving Preparation for Teaching in Inner-CitySchools:The Pre-service Component of a PDSCollaboration/p 96San Francisco State UniversityClinical Schools Project/p.98Southeastern Louisiana UniversityThe Teachers Academy: A Structure toReading/Mathematics Pedagogy ClinicalStrengthen a University-WideApproach to Teacher Education/p.72University of Northern IowaThe Changing Curriculum in Teacher Education/Restructuring Project/p.99Stephen F. Austin State UniversityField Basing Teacher Education/p.100University of Maine at FarrningtonSecondary Education Block/p.10 IUniversity of New OrleansUrban Partnerships for Teacher Development/p.73University of Texas at San AntonioInterdisciplinaryStudies Degree andCertification Program (1DS)/p74Western Carolina UniversityUsing Portfolios As a Framework to Restructurea Graduate Program/p.76North Carolina Teaching Fellows Program/p.77Western Illinois UniversityThe Comm Tech Curriculum Integration Project/p 79Western Kentucky UniversityWestern Kentucky Universitys Early Elementary"Block Approach/p.80p.103The University of North CarolinaModel Clinical Teaching Network/p.I04The University of North Carolina at CharlotteProject Supervisor/p.106University of North FloridaAlliance for Tomorrow's Teachers/p.I07University of Northern IowaSan Antonio Student Teaching Program/p.108University of Wisconsin-ParksideThe Clinical Dimensions of Teacher Education:Focus on Urban. Multicultural Education/p.109

Western Kentucky UniversityProject TEAM: Preparation of Early Childhood,School Psychology, Social Work and Speech/Communication Disorders Students for EarlyIntervention/p.I 10Western Washington UniversityThe Isom School Experience/p.I 12Modeling Effective Instruction and CreativeTeachingAppalachian State UniversityTEAM Computer Skill Development Project/p.I 16Austin Peay State University21st Century Classroom Project/p.117Caiifornia State University, San MarcosMiddle Level Teacher Education Prograrn/p.I 18Columbus CollegeColumbus Regional Mathematics Collaborative(CRMC) at the Center for Excellence inMathematics and Science Education/p.119Mississippi University of WomenMUW Mathematics and Science EnrichmentProgram/p.I 20Northeast Louisiana UniversityLouisiana Collaborative for Excellence in thePreparation of Teachers/p.122University of New OrleansScience for Atypical Learners (SALI/p.123Higher Education Collaboration with IC12and CommunityBall State UniversityDelaware County Superintendents Coalition/p.I26Black Hills State UniversitySouth Dakota Statewide Systemic Initiative forScience. Mathematics and Technology/p.I27Boise State UniversityAssisting Schools in Developing TechnologySupported Classrooms/p.128California Polytechnic State University (Cal Poly)Coalition of Partner Schools/p. 130California State University, FresnoFresno Family Counseling Center/p.I 30California State University, FullertonInterprofessional Training Program/p.I32Project START (Support and Training to AchieveRetention of Teachers)/p.I 33CSUF's Professional Development SchoolsProject/n.134California State University at Los AngelesThe Los Angeles Accelerated SchoolsPartnership/p.I 35California State University. San BernardinoLearning Handicapped Intern Training Project/p.I37Colton Cluster Project/p. I 38California State University. San MarcosDistinguished Teacher In Residence/p.I 39ViCalifornia State University. StanislausEducating Homeless Youth: A CollaborativeCommunity-Based Approach/p.140Castleton State CollegeDeveloping a Distance Learning and RegionalTelecommunication Network for Schools/p.142Central Missouri State UniversityCUBECreative Union of Business andEducation/p.143Central Washington UniversityEvolving Professional Preparation from TeacherTraining to Teacher Development/p.144Cleveland State UniversityThe Comer School Development Program (SDP)/p.I46College of CharlestonAccelerated Schools Project/n.147Columbus CollegeColumbus Child Care Resource and ReferralCenter/p.I48East Stroudsburg UniversityPartnership for S.U.C.C.E.S.S/p.149Pocono Area Educators' Technology Forum/p.I50Educational Psychology Field Experience:Tutoring Basic Education Students at AcademicRisk/p.152East Texas State UniversityNortheast Texas Center for ProfessionalDevelopment and Technology/p.I 53Eastern Illinois UniversityCollaborative Teaching Project/p. I 54Emporia State UniversityProfessional Development Schools/p.I 55Better Schools Project/1)156Fort Lewis CollegeInduction Program:Collaboration Between FortLewis ar d San Juan Board of CooperativeServices/p.157Frostburg State UniversityHigher Education Collaboration with K- 12Community/p.158George Mason UniversityProfessional Development Schools/p.159Governors State UniversityField Based Methods Courses/p.I 60Harris-Stowe State CollegeMetropolitan St. Louis Consortium forEducational Renewal/p.I60Idaho State UniversityProject: Education 2000/p.I 62Indiana State UniversityProfessional Development Schools Program/p.I63Jacksonville State UniversityTechnology Scholarship Program for AlabamaTeachers (TSPAT)/p.164Lamar UniversitySpindietop Center for Excellence in Teachingand Technology/p.165

Montana State University-BIllingsProfessional Development Schools/p.I66Montclair State UniversityNew Jersey Network for Educational Renewal/p.167Northeastern Illinois UniversityProfessional Development Program: A School/University Partnership/p.I68Northeastern State UniversityGreat Expectations/p.169Northwest Missouri State UniversitySchool University Partnership/p.I70The Pennsylvania State UniversityThe Establishment of a Commission on TeacherEducation Policy and Programs/p.172Purdue UniversityProfessional Development Schools/p.173Rhode Island CollegeTeaching/Learning/p.I74Saginaw Valley State UniversityUnified Elementary Pilot Program: A University/School Partnership/p.I 76Salem State CollegeThe New School at the Saltonstall/p.177Salisbury State UniversityCenter for Technology in Education/pi 78San Diego State UniversitySDSU/Kennedy Elementary Demonstrationlaboratory Program/p.I79Model Education Center/p.I80San Francisco State UniversityBay Area School Development Program/p.I81Shippensburg UniversityEstablishing a Reading Recovery Teacher LeaderTraining Site/p.183Slippery Rock University of PennsylvaniaThematic Teaching/p.184Sonoma State UniversityEducator in Residence/p. I 85Southern Illinois University in EdwardsvilleBEST (Beginning Educator Support Team Vp.186Project CARING (Children at Risk: Initiating NewGatewaysl/p.187Southwest Texas State UniversityCenter for Professional Development andTechnology/p.188State University of New York at OswegoPartners in Education: Teacher Preparation/p.I89Tarleton State UniversityThe Effective Schools Project 1E5131/p.190Towson State UniversityEarly Literacy Small-Group Instruction:A Projectfor Best Practices in literacy Education/p.I96University of Central FloridaThe Martin Ma rietta/UCF Academy forMathematics and Science/p.198University of Houston-Clear LakeGATER2-Getveston Area Teacher EducationRecruitment ant: Retention/p.199The University of MemphisCollege of Education Restructuring tor theSimultaneous Renewal of Teacher Educationand P-I2 Schools/p.200University of Nebraska at OmahaCareer Advancement and Development forRecruits and Experienced Teachers (CADREProject)/p.202Metropolitan Omaha Educational Consortium/p.203University of North Carolina at AshvillePartners in Learning/p.204The University of North CarolinaMathematics and Science Education Network/p.206The University of North Carolina at CharlotteSummer Teacher Institute/Math Camp/p.207University of Northern IowaThe Ianesville Project/p.208University of Southern MaineThe Extended Teacher Education Program(ETEP): Creating a School-UniversityPartnership for Professional Development/p.209The University of West FloridaAlternative Education Training Project/p.211University of Wisconsin-River FallsRestructuring Education Through CollaborativeProjects/p.212The University of Wisconsin-WhitewaterThe Milwaukee Experience/p.2I4West Chester UniversityEducation Center for Earth ObservationSystems/p.2I5Southeastern Teacher Leadership Center/n.216Western Carolina UniversityStrengthening Teacher Education Through aPartnership of Equals (STEPE)/p.217Western Kentucky UniversityIntegration of Technology into TeacherEducation Programs/p.219Western Michigan UniversityUniversity/Public School Collaborative InternTeaching Program/p.220Wright State UniversityTowson State University/Baltimore CountyPartners Transforming Education: School-Public Schools Prekindergarten CollaborativeFmject/p.192Owings Mills Professional Development SchoolUniveristy-Community/p.22 IContinuing Professional Development(PDSVp.I 93The University of AkronDecker Family Development Center/p.I94University of Arkansas at Little RockBreak the Mold Teacher Education/p.I95Armstrong State CollegeEvolution of a PDS Partnership/p.224Cleveland State UniversityGreater Cleveland Educational DevelopmentCenter/p 225vii

Edinboro University of PennsylvaniaCenter for Excellence in Teaching/p.226Governors State UniversityAdministrator Induction/p.226Teacher Induction/p.227Northeasterr. Illinois UniversityThe ALIS (Advancing Literacy in Schools)Project/p.228Sam Houston State UniversitySam Houston State University Cohort Master'sProgram/p.229San Francisco State UniversityS. F. Math Leadership Project/p.231Southeastern Louisiana UniversityLouisiana Principal Internship/p.232Texas A & M University-Corpus ChristiRetention of First Year Teachers/p.233Southeast Missouri State UniversityBeginning Teacher Assistance/p.234Towson State UniversityUrban Sites Network/p.235University of Central OklahomaTechnology Infusion in the College of Education/p.236The University of North CarolinaNorth Carolina Center for the Advancement ofTeachingat Cullowhee. North Carolina/p.238University of Northern ColoradoTeacher Induction Program/p.239University.of Southern ColoradoAlliance Dropout Prevention Program/p.240The University of Wisconsin-WhitewaterBeginning Teacher Assistance Program/p.24 IWest Chester UniversityEducator Internship Program/p.242Winona State UniversityGraduate Induction Program/p.243Alternative Routes to LicensureBled( Hills State UniversityMiddle School Education Major/p.246California State University. HaywardCalifornia State University, Hayward-New HavenPartnership Program/p.246Christopher Newport UniversityAlternative Licensure/p.247Georgia State UniversityAlternative Preparation Program in EarlyChildhood Education/p.248Jacksonville State UniversityAlternative Teacher Preparation in EmotionalConflict/p.249Northern Arizona UniversityThe DeWitt-Wallace/NAU/Peace Corps FellowsProgram/p.250State University of New York. College at CortlandPost Baccalaureate Certification In SecondarySocial Studies/p.251villTarleton State UniversityThe Tarlton Model of Accelerated Teaching(TMATE)/p.252The University of Maryland Baltimore CountyPost Baccalaureate Teacher Education Program/p.253The University of Texas at San AntonioMaster of Education in Curriculum andInstruction (MAECITI/p.254University of Wisconsin-ParksideThe Clinical Dimensions of Teacher Education:ExperimentalCertification of Ethnic Colleagues for theElementary Classroom(EC3) Program/p.256Western Washington UniversitySeattle Urban Teacher Education Program/p.257Changing Role, Responsibilities and RewardSystems for Facultylames Madison UniversityBreaking the Mold in Teacher Education/p.260State University of New York at FredoniaClinical Field Supervisor Training Program/p.261Research for School ImprovementBall State UniversityThe Smithsonian Connection: Objects-BasedInquiry/p.264The University of North Carolina at CharlotteImplementing Principles of Continuous QualityImprovementin the Classroom/p.265Christa McAuliffe Showcase for ExcellenceDeveloping Models to Enhance the TeachingProfessionCalifornia State University. NorthridgeComprehensive Teacher Education Institute/p.268California State University, StanislausTransitional Learning Center for HomelessChildren/p.269East Carolina UniversityModel Clincial Teaching Program/p.270East Texas State University/East Texas StateUniversity at TexarkanaNortheast Texas Center foProfessionalDevelopment and Technologya271Fort Lew,s CollegeFLC/Navajo Nation Teacher PreparationProgram/p.272Southeast Missouri State UniversityThe KASM Program/p.273Stephen F. Austin State UniversityCenter for Professional Development andTechnology/p.27410

ForewordOver the past dozen years, a chorus of agencies, organizations and individuals has exhortedus to improve the K-I2 educational experience and, concomitantly, to reform teacher education practice. Today, even as we affirm that there has been change in both, some will claimthat there has been great responsiveness from the schools and virtually none from highereducation.The present volume seeks to redress this misperceptionat least as it affects state collegesand universities. Here, we document that reform has occurred in teacher education programsat member institutions of the American Association of State Colleges and Universities (AASCU)and show the energy and creativity that our faculties and campuses have contributed in sup-port of that reform.In 1991. AASCU formed a Presidents' Commission on Teacher Education to lead theassociation's activities in this area. The membership adopted the Commission's five-pointagenda, Teach America: A Presidents' Agenda for Improving Teacher Education, in November 1991. Itencouraged AASCU presidents and chancellors to get involved in teacher education reformon their campuses. From the work of the Commission also came two national conferencesand two publications, Teacher Education for the Twenty- first Century and Teach America: Results (TeacherEducation Reform at AASCU Institutions) in 1992 and 1993.The present compilation, organized around recommendations from Teacher Education for theTwenty-first Century, shows that AASCU institutions have been extensively involved in certainreform activities, notably collaboration with the K-1 2 sector and the community. Interestingly, however, members volunteered few responses in three categories: standards for teachereducation; changing roles, responsiblities and rewards for faculty: and research for schoolimprovement. Finally, not a single university forwarded an example of faculty involved instudies or activities relating to influencing public policy on teacher education.As the dialogue about K-12 and teacher education reform continues, higher education getslittle credit for the substantial change it has effected. Those of us in higher education shouldbe concerned that our voice is not being heard in conversations that may well be decisive forthe future of both teacher education and the schools. Emerging from the present study arefour areas where we have been strangely mute, where action and commentary would be desirable.Is there any good reason we cannot contribute to the dialogue about standards for teachereducation? Or about school improvement? Is there anyone who knows better than we aboutfaculty roles and rewards? Are we really willing to cede our fate to others and let them decideabout public policy for teacher education? If we are to get into the conversationwhere wehave a great deal to offerthe time to do so is now.We hope that Changing Course- Teacher Education Reform at Stale Colleges and Universities will be auseful resource to the education community and a point of departure for greater involvementof the higher education sector in the national conversation about teacher education and K-I2reform.loyce A. ScottVice President for Academicand International Programs

IntroductionIn 1993, the American Association of State Colleges and Universities (AASCU) pLalished TeachAmerica: Results, a compendium of teacher education program reforms at state colleges anduniversities participating in Teach America I and II. It documented successful programs thatsome AASCU institutions had implemented in response to the national call for teacher preparation programs to ready teachers to meet effectively the challenges of tomorrow's classrooms.Teach America: Results, to a marked degree, repudiated some of the criticism that practitionersand policy makers had leveled at higher education for not involving itself more deeply in thewidespread K-12 reform. It offered evidence to the contrary. The book was shared with officials from the U.S. Department of Education and state agencies, policy-makers, other profes-sional associations, and university presidents and chancellors. It has been a positive andproductive response to the critics.To promote higher education's continued involvement in education reform and to documentthat commitment. AASCU invited the Teacher Education Council of State Colleges and Universities (TECSCU) to be an equal partner in the preparation and publication of a book similar to Teach America: Results. Changing Course:Teacher Education Reform at Colleges and Universities isthe result.It seemed appropriate that AASCU. whose member college and university presidents andchancellors are deeply interested in and committed to teacher education, and TECSCU, whosemembrs comprise some 160 deans and directors of SCDE's in AASCU institutions, shouldjoin foru.; in this endeavor Many AASCU institutions have their roots in teacher education,having originated as teachers colleges. Their deans and directors of teacher education areactively engaged with their faculties in efforts to provide appropriate and innovative teacherpreparation programs. What better combination could there be to describe and herald theMany innovatie efforts to reform and improve teacher education programs in their respective colleges and universities in ways that intersect with and collaboratively influence the K12 sector?In late October 1994, AASCU and TECSCU invited deans and directors of teacher education in321 AASCU institutions to propose up to three brief descriptions of successful teacher education reform initiatives on their campuses. The TECSCU Executive Council fashioned 12 program categories from the 27 AASCU Coals for Preparing Teachers. While the campus entries oftencross category lines, deans were asked to place their programs in a single category accordingly:I.2.3.4.5.6.7.Standards for teacher education: admission, retention and exit.Diversity in teacher education: (aculty, stude

Throughout the Teacher Education Program/p.23 Emporia State University Future Teacher Academy/p.25 Fayetteville State University Foundations of Multicultural Education and Diversity/p.26 Fort Lewis College FLC/Navajo Nation Teacher Preparation Progra m/p.27 Kean College of New lersey Increasing Minorities in Teacher Education Programs/p.28. Iv