The Executive Report: The Partners for the Enhancement of Clinical Experiences

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IHE Partners: Benedict College, Furman University, University of South Carolina, and Winthrop University

1. To revise current teacher education programs to reflect a standards-based model and prepare teachers who are knowledgeable in content, proficient in pedagogy and the use of technology and are skilled in working with high needs students.
2. To develop model clinical sites and practical field requirements that better prepare teachers to help students, especially those who are the most challenged, to meet and surpass state and national standards.
3. To involve IHE faculty and K-12 teachers, administrators in the simultaneous renewal of schools and teacher development.
4. To document and evaluate the development of clinical experiences in teacher education programs in order to support reform efforts in other teacher education programs.

Courses and programs have been revised and/or redirected to help assure preservice teachers pass PRAXIS exams and are familiar with state and national curriculum standards. At USC, a two-year study is shedding light on the needs and support systems in place for interns and induction year teachers. A comprehensive report was submitted to faculty and the professional development school liaisons and is leading to a re-evaluation of recruitment and retention strategies, especially for teachers in the high needs schools. Furman University continues to increase the number of graduates who remain to teach in targeted schools. They also report student achievement gains in induction year teacher’s classes. Benedict College students are improving and the institution reports a significant increase in credentialing exam scores and an increase of graduates in partner high needs schools. Winthrop University reports that almost 200 teachers have completed special courses related to action research and inquiry methods. A documentary video (updated and submitted in 2003) shows the evolution of mentor teachers and the results of reflective teaching and action research.

All IHE partner sites have incorporated initiatives for enhancing technology in the university courses and in Pk-12 partner schools. Highlights include the TQC project website created and maintained in the College of Education at USC. The TQC website and mobile computer lab on wheels (COW) for preservice teachers are excellent examples of advanced technology support available through project funding. Many of the technology needs of our Title II partner schools have been met through TQC inquiry/resource mini-grant funding. Benedict, Furman, USC and Winthrop have increased course-required technology components in methods classes and are helping schools increase and improve technology use for teachers, parents, and children. IHE partners are also evaluating individual teacher education programs based on multiple areas such as ADEPT evaluations, intern exit surveys, PDS self studies, and PRAXIS pass rates.

A “startup” technical advisory committee was phased out in 2001 and the South Carolina Network for Educational Renewal (SCNER) serves as the executive advisory committee. Past Secretary of Education Richard Riley serves on this committee and USC College of Education Dean Les Sternberg is the 2003/04 SCNER chair. Through this connection, the four institutions have been involved in numerous leadership roles related to improving teacher education programs across the state. IHE partner representatives participated in the spring 2003 SCNER training retreats to support four new universities joining the SCNER network.

In addition, USC is expanding the leadership roles of teachers and administrators in PDS schools. The TQC project currently maintains context study teams in seven PDS schools. The work in these sites and the data collected is being used to identify strengths and weaknesses in the current preservice and induction year programs. Arts and sciences faculty and Pk-12 teacher leaders are committed partners and have been involved in PDS leadership training, the design and implementation of classroom inquiry projects, presentations at national conferences, serving on university administrative committees (as well as established PDS committees), and co-hosting information sessions concerning curriculum standards. On June 3-5, 2003, the project director and two USC lead teachers conducted workshops for the SC Department of Education based on strategies to enhance high needs school environments via inquiry.

All IHE partners participate in research and dissemination efforts. Evidence of collaboration and cross training has become an important feature of the project. During Year Five, Winthrop’s work focused on the continuation and support of a Corps of Mentor teachers, a graduate course to support the development of master teachers, and development of school-based inquiry projects. Furman has revised the teacher-to-teacher program launched in Year One and USC is expanding the context team leadership model and supporting classrooms for inquiry in high needs schools. Benedict continues work with Furman in a summer recruitment camp and is developing practical strategies for high needs students. In addition, Benedict has worked on the development of facilities and faculty to ensure a technology focus in the preservice program and has provided training for the partners in working with culturally diverse populations. Opportunities for national collaboration are on the horizon and the South Carolina partnerships (state and partners) are seeking opportunities to communicate with and share resources and model projects with other TQ partnership across the country. At the 2004 national PDS Conference in Orlando, USC and Benedict faculty, along with PDS classroom teachers presented a total of six presentations related to the TQC work going on in the state. USC director, Jane Zenger, and Furman teacher-in-residence, Geneal Cantrell, were featured in articles in the Teacher Quality SC state publication highlighting unique partnership initiatives in SC schools.

The TQC uses a multifaceted website as a link between the IHEs and schools. The site is updated daily to reflect grant related activities. Web usage reports indicate a continual increase in web visits. A new design easily links the web user to such areas as Inquiry Models, Context Teams and Rounds. Other links are for data collection where interns submit information about the student teaching experience, technology needs assessments, and discussion pages for input on a Student Teacher Bill of Rights. The website is designed to focus on the overall goals of the project along with a number of other issues related to teacher education. The web is also a source for teacher communication, dissemination, data collection and it links the South Carolina project to other teacher quality projects around the country. The website address is: http://tqc.ed.sc.edu.

Future continuation of the partnership work looks promising based on a strong SCNER state network already in place. It also appears that an informal national network may be formed as a vehicle for the continuation of developing excellent teacher education programs based on the goals of the original TQ enhancement program and the national move toward the “No Child Left Behind” agenda.