Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT)

教师备考改革的成功制度化需要的不仅仅是孤立的课程和课程改革。这是一种以系统标准为基础的教师培养方法，包括总体国家政策、各级行政部门的校园支持以及持续发展的跨学科改革文化。LaCEPT将在两个层面上促进活动和校园支持，以培养成功制度化的先决条件。首先是大学人员向示范性网站学习；第二，参加演讲和其他活动，以获得主要校园管理人员的理解和支持。路易斯安那州加强了对教师准备和本科教育改革的承诺，立法机构最近的行动强调了这一点：创建和资助TOPS和博尔创新教学中心（CITAL）。CITAL旨在促进全州教师教育项目的改革，它将发挥以下几个作用：(1)作为一个信息交换中心，促进和传播有关路易斯安那州教师教育的最新教育研究、材料和数据；(2)作为为有针对性的教师培养改革提供资金的机构；(3)作为现有教师培训项目的评估者。1997年至1998年期间，教师准备工作重点强调了四个方面：(1)K-3阅读和数学；(2)中年级；(3)课堂技术;(4)领导力发展。在TOPS项目（II.B）和CRPs下启动的几个试点指导项目的基础上，LaCEPT将进一步培养对职前学生和新教师的系统支持。校董会、州长和立法机构的持续承诺提供了支持性的环境，在这种环境中，校园改革的努力将继续扩大并充满活力。由于预计会有更多的立法资金，CITAL的影响将提高校园层面和公众对改革工作的可见度。美国国家科学基金会的补充支持，无论是象征性的还是物质上的，都将有助于确保这些发展的发生。

The successful institutionalization of teacher preparation reform requires more than isolated course and curriculum reform. It is a systemic standards-based approach to the preparation of teachers that includes overarching state policies, campus support at all administrative levels, and a continuing evolving cross-disciplinary culture of reform. LaCEPT will promote activities, and campus support at two levels to cultivate these prerequisites for successful at institutionalization. The first is for university personnel to learn from exemplary sites; the second, to engage in presentations and other activities designed to engender the understanding and support of key campus administrators. Louisiana's strengthened commitment to the reform of teacher preparation and undergraduate education is underscored by recent actions of the Legislature: creation and funding of TOPS and the BoR Center for Innovative Teaching and Learning (CITAL). CITAL, which aims to promote reform in teacher education programs throughout the state,will function in several capacities: (1) as a clearinghouse to promote and disseminate the latest in education research, materials, and data about Louisiana teacher education; (2) as an agency to provide funds for targeted teacher preparation reforms; and (3) as an evaluator of existing teacher preparation programs. Four areas of concentration in teacher preparation were emphasized during 1997-98: (1) K-3 Reading and Mathematics; (2) Middle Grades; (3)Classroom Technology; and (4) Leadership Development. Building on the TOPS program (II.B) and several pilot mentoring programs initiated under the CRPs, LaCEPT will cultivate further systemic support for preservice students and novice teachers. The continuing commitment of the Board of Regents, the Governor, and the Legislature provide the supportive context within which reform efforts on campuses will continue to expand and grow in vigor. With additional legislative funds expected the impact of CITAL will elevate visibility of th e reform effort at the campus level and among the public at large. Supplemental support from NSF, for both symbolic and material reasons, will help make certain that these developments occur.