Preparing World-Class Teachers for a Better World

Table of Contents The Concept of The New Normal (slide 4)The New Normal The New Normal Principles (slides 8-13)New Normal Principles Element 1:Pedaogogical ModelElement 1 (slides 15-21) Element 2: Curriculum EmphasesElement 2 (slides ) Element 3: Program Delivery Innovations (slides )Element 3

Table of Contents Program Outcomes (slide 36)Program Outcomes Important Links and Documents (slide 38)Important Links and Documents –UTEP Scheme –UTEP 4-year Layout –UTEP Development WebsiteUTEP Development Website

UNDERGRADUATE TEACHER EDUCATION PROGRAM (UTEP)

Howard University School of Education evolved from the Minor Normal School … established in 1851 to prepare young African American women to become teachers.

As the School of Education continues the legacy created by Miner Normal School and countless other historically black normal schools, we address the questions... What does it mean to be a Black teacher in the 21st century? How should 21 st Century teachers be prepared?

UTEP... Undergraduate Teacher Education Program

Not Your Grandma’s Teacher-Training Program! Computer Use in the ESL Classroom

UTEP... The NEW Normal

New Normal Principle Not teacher training, but teacher educating!

New Normal Principle Teachers are a critical element, although not the only one, in the teaching and learning process.

New Normal Principle Teachers must be prepared to serve children who look, act, and talk very differently than the children of the previous generation.

New Normal Principle The world is now global; T eachers must have a global mindset, even if they never teach outside of the United States.

New Normal Principle In order for children to effectively participate in the new global economy and world order, teachers need to provide them with 21 st century skills.

UTEP Key Program Elements

Element 1 Pedagogical Model Interdisciplinary Urban Education Training Model

Designed to...  Reflect an SOE evolving national education agenda that addresses the educational needs of underserved children and youth, especially African American and other children of color in urban and other diverse settings;  Synthesize and highlight HU and SOE knowledge and scholarship related to the needs of African-American individuals, families, and communities ;  Facilitate positioning the SOE as the preeminent purveyor of knowledge about how best to provide instruction that elicits high academic performance from African-American children and youth;  Develop classroom personnel uniquely prepared to teach students in urban schools and international settings.

Interdisciplinary Urban Education Training Model Unique Features

Interdisciplinary Coursework Colleagues in SOE and from various University units and field-based settings will assist in the development, modification and/or delivery of courses or course modules. Coursework will integrate developmental and behavioral sciences with academic content emphases. Coursework will highlight the contribution of various disciplines to the provision of quality educational services for diverse students and families.

Culturally-Affirming Pedagogy

Undergraduate Interdisciplinary Inquiry/Research Academic inquiry and research woven throughout the program  Coursework  Foundations of Educational Research; Research Methodology for Educators; STEM Interdisciplinary Research  International Internship and Research Project

Element 2 Curriculum Emphases Internationalized Curriculum ( Coursework, Field Experiences, Service Learning, and STEM)

Element reflects commitment to...  advancing education locally, by learning globally  promoting global citizenship  developing expertise in science, technology, and mathematics  producing “a cadre of brilliant young students [educators] determined to take our foot prints around the world” (Letter from the Chairman, Howard University Annual Report, ).

Internationalized Curriculum Unique Features

International Learning Communities Students will form international cohorts with teachers from other countries (i.e. Teachers Without Borders). TWB connects teachers to information and each other to create local change on a global scaleTeachers Without Borders A variety of social media, distance learning and technological strategies will enable students to interact with educational peers and experts around the world.

Internationalized Coursework Current local consortium option expanded to feature a “global consortium” comprised of international IHE partners.

International Service Learning Opportunities International service learning requirement might occur as a part of the University’s existing Alternate Spring Break program.

International Field Experiences Students will complete one year of internship, including a semester outside of the US. Internationalized field experiences will enable students to experience educational systems and instructional practices by interacting in settings outside of the United States. HU colleagues already engaged in professional interaction with international peers will assist in the development and/or implementation of global experiences for program students.

Element 3 Program Delivery Innovations Technology-Enhanced Preparation

Technology-Enhanced Preparation and Delivery Online classes will provide preservice teachers with increased opportunities for interdisciplinary learning and for local, national, and global collaboration with seasoned educators and with other preservice teachers in ways that are not restrained by time, distance or geography.

Technology-Enhanced Preparation and Delivery Unique Features

Distance Learning Technologies Incorporation of distance learning technologies will: increase program access; accelerate program completion by alleviating temporal, geographic, and financial barriers; Facilitate development of international learning communities

Developmental Electronic Portfolio The developmental Portfolio –is a compilation of evidence that documents the candidate’s efforts, progress, and achievement as a preservice teacher. –reflects candidate’s knowledge, skills, and dispositions about teaching and about student learning. –shows candidate’s growth and development over time.

e-Portfolio Assessment: Process & Product As a process, e-Portfolio Assessment involves the systematic collection, selection, and reflection of evidence that documents continuing growth in performing identified competencies. As a product, a e-Portfolio is a purposeful collection of evidence selected to provide documentation of professional growth and achievement and which is arranged in an electronic easily accessible format

Other Unique UTEP Features Course completion in 3 years 4th year, domestic and international year-long internship Induction support and field-based supervision and mentorship

PROGRAM OUTCOMES Upon successful completion of the program and a passing score on the PRAXIS II Licensure Test(s): –Bachelors of Science Degree in Elementary Education (with STEM emphasis) –Certificate in International Studies –Certification for grades 1-6.

Important Links and Documents UTEP Scheme: (to open click on embedded document UTEP 4-year Layout View UTEP Development Website