Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 2 of The Illinois Commitment Academy for Scholarship in Education (ASE) Southern Illinois University - School of Medicine What issue or need is addressed by the effective practice? SIU School of Medicine is an acknowledged leader in medical education. The medical school’s contributions in the development of medical curricula and student assessment – including innovations such as problem-based learning and standardized patients in teaching and assessment – are significant ones. SIU School of Medicine’s “Academy for Scholarship in Education” continues SIU’s contribution to medical education through increased focus, collaboration, and resource in this important area. Description of the effective practice: The Academy for Scholarship in Education was established to advance SIU at the forefront of medical education innovation and research. The academy is fostering collaboration among faculty from all medical disciplines, to encourage this innovation and spawn multidisciplinary research. Strategies for this include holding research/development brainstorming sessions, establishing a medical education research incubator, and awarding seed funding to support medical education research. The academy is also recognizing and rewarding faculty excellence in: teaching and assessment, program development and evaluation, medical educational materials development, educational leadership, enduring educational materials production, and formal research in medical education. A special award program, the “Excellence in Teaching Award”, acknowledges teaching excellence in medical education; and the peer-reviewed, criterion-based designation of “Academy Scholar” encourages medical school faculty to pursue medical education as a professional specialization. Faculty development is a key strategy of the academy. The academy offers monthly workshops on medical education topics. These have included writing better multiple-choice examinations, giving clinical feedback, and evaluating and improving professional behavior. In academic year 2006, 422 of the school’s faculty attended academy workshop sessions. These workshops are offered to all medical school faculty members in order to enhance their skills as effective teachers. In these ways, the Academy of Scholarship in Education is revitalizing the medical school’s culture of innovation and leadership in medical education. How does this practice achieve sustainability? The academy utilizes existing faculty and staff, augmented with additional funds from the medical school, for its programs. This leverages the medical school’s significant expertise in medical education and provides the basis for attracting extramural support for related research. The academy’s development is consistent with the University’s commitment to progressive professional education and leadership in research and scholarship as outlined in Southern at 150: Building Excellence Through Commitment, and the medical school’s strategic priority for medical education. What are the results/measurable outcomes? The academy seeks to improve the education of SIU’s medical students and advance understanding and practice of medical education in the profession. Student-related results are measurable through student performance on national tests, satisfaction of students and graduates in the program, and satisfaction of residency directors regarding SIU’s medical graduates. Advancement of medical education will be measured by recognition of the medical school’s scholarship in the subject and through the levels of extramural support for the academy’s research program. Contact Information Name: Debra Klamen, M.D., M.P.H.E. Email: dklamen@siumed.edu Phone: (217) 545-7932 44
Direct Connection to Policy Area 2 of The Illinois Commitment Alternative Certification Program Governors State University What issue or need is addressed by the effective practice? The mission of the program is to provide quality teachers to high need schools in our region. The goals are: • to recruit mid-life career changers with a commitment to urban teacher education, • to provide quality, standards-based teacher preparation in an abbreviated design, blending theory to practice and meeting all the objectives of our traditional elementary program, • to improve teacher retention in high need schools in our region, and • to train candidates to develop as teacher leaders in their districts. Description of the effective practice: Teacher turnover is a critical problem in public school districts in south suburban Chicago and northern Will County. In some, 50% departure rates for new teachers after approximately two years of teaching are not uncommon. In response to this problem, Governors State University and eight high-turnover school districts partnered to develop a program of alternative teacher certification, the first of its kind in Illinois authorized by legislation adopted by the General Assembly in 1998. In this program, individuals with a sincere desire to teach, five years prior professional experience and baccalaureate (or higher) degrees can complete an accelerated course of study in education, including practice teaching, and join the ranks of the region’s certified elementary or secondary teachers. The students complete a 16th month program, beginning with 9 hours of professional education coursework before they begin their internship, followed by a year of internship in a local district mentored by a veteran teacher. During each semester of that year, the student-teachers take an additional seminar in education at GSU. During the summer after the teaching year, they conclude the program with a final seminar that allows them to reflect on their experience, identify strengths and weaknesses in their pedagogical styles, focus on research-based pedagogy to improve their practice, and pursue further general education coursework as required. In the years since the Alternative Certification Program’s inception, the number of partnering districts has grown from eight to twelve. The current school districts partnering with GSU in this program are: Patton #133, Posen- Robbins District 143½, Prairie Hills District 144, Dolton District 148, Harvey District 152, Lincoln Elementary #156, Matteson #162, Sauk Village District #168, Ford Heights District 169, Chicago Heights # 170, Crete-Monee District 201U and Chicago Public Schools #299. The Governors State Alternative Certification Partnership was recently named as one of six national finalists for the 2006 Christa McAuliffe Award for Excellence in Teacher Education by the American Association of State Colleges and Universities. The GSU program is also one of 30 programs selected for a Mathematical Policy Research study “Identifying Alternative Certification Programs for an Impact Evaluation of Teacher Preparation” funded by the U.S. Department of Education. One research question of this study is to “determine specific features of alternative certification programs related to effectiveness.” Our program was one of the programs recommended for the high end of preparation requirements. How does this practice achieve sustainability? By virtue of high demand for the program among prospective students and the financial commitments of the partner school districts made at the program’s inception, this venture is both sustainable and cost-effective. The best testimony to the sustainability of the program is the assessments offered by principals of their interns’ abilities. The following is a sampling of principals’ comments from Administrator Assessments during candidates’ internship year: - “An asset to the educational community”; -“Uses creative and original materials in the classroom”; -“Truly an asset to our school”; -“Plans are a model for us all”; -“Outstandingly engaging”; - “Constructs an extraordinary atmosphere for learning”; -“Best plans in the building”; -“Magnificent organization”; -“Very well prepared.” What are the results/measurable outcomes? From the first six cohorts of program participants, 115 elementary education teachers have been recommended for certification and 95% are still teaching or have gone on to administrative positions. More than 50% of candidates have been minority group members and approximately 25% have been male. In a survey of Partnership school and central office administrators regarding satisfaction with candidate performance and with the relationship with Governors State, average satisfaction levels of 3.56 on a 4 point scale were recorded 45
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