عربي
About the Proposed Collaborative Partners
The objective of this proposed collaborative is to build a Quality Assurance Continuum of Education Preparation and Development. Fundamental to the Center is the Notion and underlying question: What will it take to become a professional teacher and to determine the readiness of institutions to pursue accreditation? The answer can be found in the following four initiatives:
Phase 1: Prepare at a Professionally Accredited School of Education (NCATE)
Professional preparation is the first step toward becoming a well-qualified teacher. By attending an accredited school of education, the candidate will gain a foundation of knowledge about their content area and teaching and learning as well as having opportunities to practice teaching in the chosen field (content) under supervision. The National Council for the Accreditation of Teacher Education is one of two accrediting bodies in the US (www.ncate.org). After receiving the undergraduate degree, the candidate continue their professional development (phase 3) to gain knowledge and skills necessary to succeed in the profession.
Phase 2: Ministry of Higher Education/ Educators Licensing - Novice & Professional Licensing (Pearson Education/International)
Earning a beginning license, commonly known as a novice license, is the second step to becoming a teacher. In the United States of America a candidate must pass a test of subject matter knowledge and sometimes an additional test of pedagogical (how to teach the subject) knowledge. The novice license will provide the candidate with an opportunity to start teaching for a designated period of time. In addition the candidate may also be required to participate in a mentoring program or attend professional development activities before earning the professional license. Pearson Education (International) may assume responsibility for working with MENA nations to develop appropriate tests that align with national standards at the initial and advanced levels of preparation.
Phase 3: Professional Development:
Many States is the U.S. use a tiered licensing system which includes mentoring programs and extended clinical practice (such as professional development schools). This system helps provide beginning teachers with the support and assistance they need to become successful and to help ensure that they will continue teaching after their first year. The Association for Supervision and Curriculum Development, based in the U.S. and China might take primary responsibility in collaboration with Zayed University for the professional development of new teachers. The process described above is not unlike what beginning professionals in most fields experience. Practitioners in established professions must first gain a foundation of knowledge by graduating from an accredited professional program or field of study. For example, after graduating from a preparation program, medical doctors, engineers, social workers, and psychologists must work under supervision for a long time before being awarded a professional license.
Phase 4: Advanced Certification and Career Development (NBPTS)
Professional educators must keep up with advances in the field throughout their career and engage in continuing professional development to broaden their knowledge and skills. Successful teachers continuously work on improving their teaching ability by reviewing research and available data on student achievement to find out which teaching methods work. For career advancement, advanced certification is available to teachers through the National Board for Professional Teaching Standards (www.nbpts.org). Certification incentives include formal recognition, a larger salary and leadership opportunities. In addition, advanced certification for school administrators and other education professionals is also available through NBPTS. The four phases of teacher preparation and development above correspond to the four proposed quality assurance mechanisms for the MENA Collaborative for educator preparation. These phases are operational in the United States of America and will need to be developed in the context of the MENA Region but professional accreditation, teacher licensing, advanced certification and ongoing professional development together assure public trust in the professionals who are licensed to practice in schools.