Virginia Collaborative for Excellence in the Preparation of Teachers Follow On

在美国国家科学基金会（NSF）优秀教师培训合作组织（CETP）的资助下，弗吉尼亚优秀教师培训合作组织为未来的K-8教师完成了数学和科学培训计划的全面重新设计。参与的机构（弗吉尼亚联邦大学、朗伍德学院、玛丽华盛顿学院、诺福克州立大学和地区社区学院）将未来小学教师所需的平均学分从9-12个增加到平均超过24个，并为未来中学教师开发了全新的项目，要求这些教师教授的科目需要大量的课程。在对课程进行修改的过程中，教师们完全重新设计了未来教师所修课程的教学内容和教学性质。此外，各院校还加强了为未来教师提供的校内经验，在教师培训项目中培养了一批优秀的在职教师作为临床教师，为未来教师提供了更多的实习、课堂访问和学生教学经验。最后，每个机构都设立了一个教学学徒计划，以帮助招聘和留住未来的教师。弗吉尼亚联邦大学（Virginia Commonwealth University）的一个后续项目正在对根据新项目准备的教师的课堂效率进行评估。总结性评价侧重于项目目标实现的程度；项目对教师、职前学生和参与机构的影响；以及VCEPT教师毕业生的有效性。该项目还通过指派一名临床教师指导新毕业生，为一群新教师有效地过渡到他们的职业提供指导。弗吉尼亚联邦大学继续作为后续提案的牵头机构。

Through a grant from the NSF Collaboratives for Excellence in Teacher Preparation (CETP), the Virginia Collaborative for Excellence in the Preparation of Teachers has accomplished a complete redesign of the mathematics and science preparation programs for future K-8 teachers. The participating institutions (Virginia Commonwealth University, Longwood College, Mary Washington College, Norfolk State University, and regional community colleges) increased the credit hours required of future elementary school teachers from an average of 9-12 credits to an average of more than 24 and developed entirely new programs for future middle school teachers requiring substantial course work in the subjects to be taught by these teachers. In making the program modifications, the faculty completely redesigned the content and nature of instruction provided in the courses taken by future teachers. In addition, the institutions strengthened the in-school experiences provided to future teachers by preparing a cadre of outstanding current teachers to serve as Clinical Faculty in the teacher preparation programs, providing enhanced practicum, class visitation and student teaching experiences for the future teachers. Finally, a Teaching Apprentice Program was put in place at each institution to aid in the recruitment and retention of prospective teachers. A follow-on project at Virginia Commonwealth University is conducting an assessment of the classroom effectiveness of teachers prepared under the new programs. The summative evaluation is focusing on the extent to which project goals were met; the impact of the project on faculty, preservice students and participating institutions; and the effectiveness of the VCEPT teacher graduates. The project is also providing mentoring to effectively transition a group of new teachers into their profession, by assigning a Clinical Faculty Member to mentor new graduates. Virginia Commonwealth University continues as the lead institution for the follow-on proposal.