In the summer of 2018, IDA will begin aligning educator preparation resources, including publications, webinars, and information briefs, with the KPS to support their use in pre-service and in -
service educator preparation contexts.
KPS and Program Accreditation IDA Accredits pre-service and in -
service educator preparation programs on the basis of their ability to document alignment with the KPS, as articulated in the IDA Accreditation Handbook (under development).
In the summer of 2018, IDA will begin aligning educator preparation resources, including publications, webinars, and information briefs, with the KPS in order to support their use in pre-service and in -
service educator preparation contexts.
Not exact matches
From the first day of a teacher
preparation program to the last day on the job, ASCD supports
educators regardless of their years of
service, positions, or titles.
HECSE member institutions are committed to effective professional
preparation at all levels, whether new teachers, teacher
educators, school administrators, field researchers, disability and education advocates, policy makers, and related
services professionals.
PRIORITY: NSBA urges Congress to reauthorize the Higher Education Act (HEA) to strengthen teacher and principal
preparation programs and retain the Public
Service Loan Forgiveness Program, an important tool used to recruit effective
educators into the field.
They encouraged the Department of Education to «leverage social networking technologies and platforms to create communities of practice that provide career - long personal learning opportunities for
educators within and across schools, preservice
preparation and in -
service educational institutions, and professional organizations» (Office of Educational Technology, 2010, p. xviii).
3.2 Leverage social networking technologies and platforms to create communities of practice that provide career - long personal learning opportunities for
educators within and across schools, preservice
preparation and in -
service educational institutions, and professional organizations.
Our customizable platform and consulting
services help with implementation of video - enhanced professional learning and coaching in your school, district,
educator preparation program, or organization.
The authors explain the situated - learning philosophy that undergirds the program and how it meshes with clinical teacher
preparation, community engagement, and
service - learning to both develop culturally responsive
educators and elevate student learning in the partner schools.
This commentary represents the perspectives on the revised guidelines of a social studies education university faculty member who is deeply entrenched in the
preparation of both preservice and in -
service social studies and elementary
educators and an instructional design and technology university faculty member who works closely with preservice and in -
service teachers of all subject areas on the effective and appropriate integration of technology into the K - 12 classroom.
The goals of
educator preparation professionals are the goals of the PK - 12 schools, all in the
service of student learning.
Even preservice
preparation could benefit, as the teacher leaders would be uniquely positioned to collect feedback from in -
service educators about their
preparation programs and to advise on clinical placements for candidates.
Mr. Henson brought to his role at the GaPSC an unwavering commitment to provide excellent customer
service to all Georgia
educators and to
educator preparation providers (EPPs) that prepare
educators, working with them and other agencies, organizations, and legislators to develop and maintain strong, collaborative partnerships.
Rather than pushing any specific model of school reform or school improvement, he envisions «an environment in which we can use the ongoing provision of
services to families and the clinical
preparation of
educators to support innovation in all of those areas, [and] that will move us forward over time.»
A reasonable response to this would be to provide intense, ongoing personnel
preparation, both pre - and in -
service, and for both general and special
educators.
Finally, the Perry Preschool teachers benefited from high - quality preservice
preparation and regular in -
service learning opportunities — prerequisites for being an intentional, professional
educator.