 |
Launching a New College of Education and Human Development: Future Directions for Educator Development Programs
| |
| | Unformatted Document Text:
\
Launching a New College of Education and Human Development:
Future Directions for Educator Development Programs
Section I: Content
A. Statement of the issue
In 2006 our university launched a new College of Education and Human Development,
bringing together over 180 faculty and 6,000 students. Among its many diverse programs, the new college includes preparation and development programs for professionals working in E-12 settings, including teachers, counselors, psychologists, social workers, family educators, teacher leaders, and school administrators. Under this more comprehensive College of Education and Human Development, we sought to re-imagine (Beare, 2006; Taylor, 2004) the preparation and development of school-based educators, with the central goal of supporting the learning of E-12 students in our ever-changing school environments. We saw ourselves at a pivotal moment in which the new college brought together a combination of programs that prepare professionals to meet the academic, social, career, and emotional learning needs of students in diverse E-12 school-based contexts. We saw an opportunity to learn from each other about educator development in our respective fields and create a new kind of synthesis among programs, potentially strengthening collaborations within and across programs. This paper will detail the processes and outcomes of our college-wide initiative to bring together members of this new college—faculty, staff, students, school-based personnel, and community partners—to build an agenda for working together toward more integrated and community-centered work.
This paper describes three organizational features that were central to our initiative: building on existing strengths, capitalizing on new leadership, and creating new structures for building opportunities for joint work. The starting point was to build on several years of work that had aligned the teacher preparation programs within the college to standards of effective practice and national recommendations for coherent and practice-driven preparation experiences. Building on this momentum, expanding the vision and commitment of programmatic change to other school-based preparation programs within the new college was a logical next step. A planning group was then constructed that included members of all of the newly merged school-based educator programs. The work of this group, along with the vision of the new Dean of the college, provided leadership for launching the initiative. Finally, given the wide variety of academic departments and specializations within the new college, each with its own traditions and worldviews, we began working within a “neighborhood conversation” framework to bring members of the college together. Three neighborhoods were identified to aid cross-departmental collaborations and provide a collective sense of shared work: 1) Teaching and Learning; 2) Psychological, Physical, and Social Development; and 3) Family, Organization, and Community Systems and Contexts.
|
| | Authors: Bents, Mary., Sato, Mistilina. and Gilles, Jane. |
|
| |
|
|
\
Launching a New College of Education and Human Development:
Future Directions for Educator Development Programs
Section I: Content
A. Statement of the issue
In 2006 our university launched a new College of Education and Human Development,
bringing together over 180 faculty and 6,000 students. Among its many diverse programs, the
new college includes preparation and development programs for professionals working in E-12
settings, including teachers, counselors, psychologists, social workers, family educators, teacher
leaders, and school administrators. Under this more comprehensive College of Education and
Human Development, we sought to re-imagine (Beare, 2006; Taylor, 2004) the preparation and
development of school-based educators, with the central goal of supporting the learning of E-12
students in our ever-changing school environments. We saw ourselves at a pivotal moment in
which the new college brought together a combination of programs that prepare professionals to
meet the academic, social, career, and emotional learning needs of students in diverse E-12
school-based contexts. We saw an opportunity to learn from each other about educator
development in our respective fields and create a new kind of synthesis among programs,
potentially strengthening collaborations within and across programs. This paper will detail the
processes and outcomes of our college-wide initiative to bring together members of this new
college—faculty, staff, students, school-based personnel, and community partners—to build an
agenda for working together toward more integrated and community-centered work.
This paper describes three organizational features that were central to our initiative: building on
existing strengths, capitalizing on new leadership, and creating new structures for building
opportunities for joint work. The starting point was to build on several years of work that had
aligned the teacher preparation programs within the college to standards of effective practice and
national recommendations for coherent and practice-driven preparation experiences. Building on
this momentum, expanding the vision and commitment of programmatic change to other school-
based preparation programs within the new college was a logical next step. A planning group was
then constructed that included members of all of the newly merged school-based educator
programs. The work of this group, along with the vision of the new Dean of the college, provided
leadership for launching the initiative. Finally, given the wide variety of academic departments
and specializations within the new college, each with its own traditions and worldviews, we
began working within a “neighborhood conversation” framework to bring members of the college
together. Three neighborhoods were identified to aid cross-departmental collaborations and
provide a collective sense of shared work: 1) Teaching and Learning; 2) Psychological, Physical,
and Social Development; and 3) Family, Organization, and Community Systems and Contexts.
|
|
 Convention | | All Academic Convention can solve the abstract management needs for any association's annual meeting. | | Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. | | Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! | | Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! | | Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. | | Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! | | Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! | | Click here for more information. |
|
|
|
| |
|
|
|
Page 1 of 5 
