Virginia Collaborative for Excellence in the Preparation of Teachers Follow On

通过NSF协作卓越教师准备（CETP）的拨款，弗吉尼亚协作卓越教师准备已经完成了对未来K-8教师的数学和科学准备计划的完全重新设计。参与机构（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）增加了未来小学教师所需的学分，从平均9- 12个学分，平均超过24个，并为未来的中学教师开发了全新的课程，这些教师需要在这些教师教授的科目中进行大量的课程工作。在进行程序修改时，教师完全重新设计了未来教师所修课程的教学内容和性质。此外，各院校加强了为未来教师提供的校内经验，培养了一批优秀的现任教师担任教师培训计划中的临床教师，为未来教师提供了强化的实习、课堂参观和学生教学经验。最后，每个机构都实施了教学学徒方案，以帮助招聘和留住未来的教师。弗吉尼亚联邦大学的一个后续项目正在对根据新方案准备的教师的课堂效率进行评估。总结性评价的重点是项目目标的实现程度;项目对教师、在校学生和参与机构的影响;以及VCEPT教师毕业生的有效性。该项目还提供指导，通过指派一名临床教员指导新毕业生，有效地将一批新教师过渡到他们的职业中。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.