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

教师准备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，包括总体的国家政策、所有行政级别的校园支持以及持续不断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，以培养这些成功实现制度化的先决条件。第一个是让大学人员向模范网站学习；第二个是参与演讲和其他活动，旨在产生关键校园管理人员的理解和支持。路易斯安那州加强了对教师培养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：创建并资助TOPS和博尔创新教学和学习中心(CITAL)。旨在促进全州教师教育计划改革的CITAL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)作为一个机构，为有针对性的教师准备改革提供资金；以及(3)作为现有教师准备计划的评估者。在1997-98年度，教师培训工作重点放在四个方面：(1)K-3阅读和数学；(2)中学；(3)课堂技术；和(4)领导才能发展。在TOPS计划(II.B)和根据CRPS启动的几个试点指导计划的基础上，LaCEPT将为预科学生和新手教师培养进一步的系统性支持。董事会、总督和立法机构的持续承诺为校园改革努力继续扩大和发展提供了有利的背景。由于预计会有更多的立法资金，CAITAL的影响将在校园一级和广大公众中提高改革努力的知名度。出于象征和物质原因，来自国家科学基金会的补充支持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.