Sentences with phrase «effective teacher preparation experience»

If I were entering the profession now, especially coming from the business world, I would want a more effective teacher preparation experience than the one I had 10 years ago.

Not exact matches

A teacher's exemplary classroom practice, deep content knowledge, and effective communication skills may make him or her a good candidate for teacher leader work, but additional preparation is often needed to help the new teacher leader use this knowledge and experience to lead others.

While states have spent much of the past decade focused on teacher quality, they are just now considering the role that preparation plays in an effective teacher's professional experience.

North Carolina, Louisiana, and Tennessee all independently concluded that TFA corps members were the most effective out of recent graduates from other teacher preparation programs with which they had worked.151 A controlled study conducted by Mathematica found that students taught by TFA teachers earned higher math scores than students taught by non-TFA teachers with similar years of experience; the TFA - taught students learned approximately 2.6 months of additional material in math during the school year.152 Similarly, another study found that TFA first to third grade teachers» students grew 1.3 additional months in reading compared with their peers who had non-TFA teachers.153

The Residency Year flips the model of teacher preparation by increasing the amount of clinical experience and strategically placed where they are learning from effective Mentor Teachers in schools where they will become tTeachers in schools where they will become teachersteachers.

These data can help teacher applicants determine which program will provide the most effective clinical preparation experience.

Thus, technology integration experiences integrated with authentic teaching and learning experiences in teacher preparation are recognized as more effective than traditional stand - alone technology classes, in which technology skills and experiences are taught separate from the classroom context (Brush et al., 2001; Hoelscher, 1997; Strudler & Wetzel, 1999).

The same can now be said of classroom technology use, as candidates are matriculating through teacher preparation programs who have neither experienced nor witnessed effective technology integration in any of their past schooling.

To address these concerns some have recommended that teacher preparation programs integrate technology throughout the entire preservice teacher experience by providing faculty models for effective technology integration (Handler & Marshall, 1992; ISTE, 1999; NCATE, 1997; U.S. Congress, 1995; President's Committee of Advisors on Science and Technology [PCAST], 1997; Wetzel, 1993; Willis & Mehlinger, 1996).