Monday 28 August 2017

Start Date

28-8-2017 2:15 PM

End Date

28-8-2017 3:30 PM

Subjects

Preservice teacher education, Inservice teacher education, Educational leadership, School leaders, Cooperative learning, University school cooperation, Teaching practice, Partnerships in education, Models, Professional development, Leadership training

Comments

Concurrent session 2A

Abstract

Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as to ensure teaching and leadership development for pre-service and in-service teachers. The session will explain the model’s conceptual and research base for professional learning. It will identify practical theories for skill and leadership development in pre-service and in-service teacher education respectively.

Place of Publication

Melbourne, Vic

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742864808

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Aug 28th, 2:15 PM Aug 28th, 3:30 PM

Pre-service and in-service teacher education: A leadership model for collaborative learning

Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as to ensure teaching and leadership development for pre-service and in-service teachers. The session will explain the model’s conceptual and research base for professional learning. It will identify practical theories for skill and leadership development in pre-service and in-service teacher education respectively.