Publication Type: Roundtable
Abstract: Essential in teacher preparation is the candidates' practice in field sites. The purpose of this study is to identify P-12 field sites using school climate indicators that are aligned with the values of teacher preparation programs.

Publication Type: Symposium Paper
Abstract: This session will present the Watson School of Education’s accountability structures and processes that have been successful in ensuring that teacher education candidates are engaged in using performance-based assessments to determine the impact of their teaching on student learning. Evaluative instruments, rubrics, and pupil assessment work samples will be shared.
UNCW was one of two public universities nationwide honored for leadership and innovation in teacher education with the 2006 Christa McAuliffe Award for Excellence in Teacher Education, presented by the American Association of State Colleges and Universities (AASCU). UNCW’s Watson School of Education was honored for the Learning-Centered Cognitive Coaching Model partnership program that connects university faculty and P-12 educators in more than 110 partnership schools in 11 school districts with an assessment component to validate practice. This innovative program, designed by the Watson School of Education, has resulted in attention to the learning of every child in the classroom, not just the one in the middle. Teacher Education candidates work with students in their classrooms, focusing on exploration, inquiry and responsive adjustment of instruction based on student outcomes to assure that gains were made in every diverse subgroup as defined in No Child Left Behind. It assists WSE faculty and programs in producing the strongest classroom teachers possible who are highly competent in assessing and planning for all student’s learning.

Publication Type: Symposium Paper
Abstract: Paper Two-“Extending the Children’s Literature Course from the College to the Classroom to Increase P-12 Reading Achievement” describes partnerships with the public schools to increase reading comprehension of P-12 learners.

Publication Type: Individual Paper
Abstract: Results of a one year pilot project are reported by a public university and private college documenting how candidates have demonstrated their impact on P-12 student learning during student teaching.

Publication Type: Roundtable Presentation
Abstract: Two universities, one public—one private, assessed pre-service interns on their perceptions of student learning and strategies utilized for determining impact and advancing learning, emphasizing “affective” dynamics.