Numerous reports over the past two decades (e.g. Carnegie Forum on Education and the Economy, 1986; Darling-Hammond, 1992; Holmes Group, 1986; National Commission on Excellence in Education, 1983; National Commission on Teaching and America 's Future, 1996) chronicle the need for teachers to have strong content knowledge in areas they are required to teach. These needs are becoming even more evident as states develop P-12 curricula and assessments, as teacher candidates are required to pass content examinations, and as accountability through accreditation and Title II reporting has become more stringent. It is crucial now more than ever before that faculty in colleges of Arts and Sciences and Education collaborate closely in the preparation of teacher education candidates.

This Teacher Quality Enhancement Grant proposal focuses on a curriculum review and alignment effort in teacher preparation programs at the University of Kentucky. Specifically, over a three-year period, the institutional review will (1) determine the disconnects between the curriculum students are taught in their post-secondary coursework and the curriculum they must teach when they enter P-12 classrooms and (2) attempt to address these disconnects through revisions in the teacher education curriculum.

The College of Arts and Sciences and the College of Education will sponsor a collaborative conference on teacher preparation during the 2003-04 academic year. In keeping with the belief that teacher preparation is an institution-wide endeavor, the purpose of the conference is to further enhance collaboration in teacher preparation among faculty members in the two colleges and across other units in the University, particularly in the area of curriculum review and alignment. The conference will be targeted not only toward faculty members interested in the preparation of teachers but also to practicing and prospective teachers who will provide feedback on the work of the project.

The Early Elementary Education Program produces the greatest number of graduates each year. Therefore, reviewing the Elementary Education curriculum along with the curriculum in the Learning and Behavior Disorders program, would potentially impact the preparation programs for the greatest number of candidates in the shortest time period. In years two and three of the project, attention will focus on curriculum review and alignment efforts for other teacher preparation programs at the University of Kentucky .

Contact personnel

Martha Jones will serve as Project Director
189 Taylor Education Bldg
Culliedog1@aol.com

Dr. Gary Schroeder, Director of Academic Services and Teacher Certification in the College of Education , will the Data Collection, Analysis, and Accountability Strand
166 Taylor Education Bldg
859-257-7971
gschr1@uky.edu

Dr. Sharon Brennan, Director of the Office of Field Experiences and School Collaboration, will oversee the Teacher Performance Assessment Strand
104 Taylor Education Bldg
859-257-1857
sbrenna@pop.uky.edu

Spreadsheets

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