Elementary and Early Childhood Education
The 21st century learner has multiple facets that teachers must be able to gleam and respond to; as identified in the increasing number of teaching standards that require teachers to meet the needs of all diverse learners through instruction and assessment that engage and encourage all student learners. The increasing diverse composition of students in classrooms brings new challenges that teacher preparation programs and district partners must address to prepare effective teachers whom are ready to embrace all student backgrounds in a classroom setting; being responsive to the needs of all students. It is imperative that candidate preparation and district involvement is centered around, engaging and building on the assets of students’ prior experiences and knowledge, while bridging their gaps through collaborative and student centered instruction and assessment. Cultural proficiency is an essential trait of teachers, it is only then they can see the student from the inside out, allowing for explicit recognition of the type of differentiation in planning, instructing and assessment needed for student success. This study focuses on the intersections of university program development, CAEP standards, edTPA assessment of teacher candidates, cultural proficiency and the involvement of Professional Development Schools. These intersections are present in the development of a “Culture of Care” Teacher Preparation Field Experience Model.
Piowlski, L. (2015). “Celebrate preservice instruction: New culture of care (COC) teacher preparation field experience model,” California Council of Teacher Education Conference, San Diego, CA, October 23, 2015.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License