In our last episode, we dove into identifying the gaps between “learning” and “doing”, highlighting the work of University Principal Preparation Initiative. We learned that through thoughtful planning using frameworks developed by Wallace to address the growing need for more collaboration between districts and universities. In this episode, we’re going to dive into a case study of how one UPPI program at University of Connecticut and what they’ve learned from their program redesign. We spoke at length with Richard Gonzales, who oversees the principalship and superintendency program at UConn and serves as the director of UConn’s UPPI initiative project, specifically about the redesign of their core assessments.
The following piece originally appeared on the American Association of Colleges for Teacher Education (AACTE)’s Ed Prep Matters blog, authored by Neag School Professor and Director of Research Sandra Chafouleas.
In a new report issued Aug. 10, the National Commission on Teaching and America’s Future (NCTAF) calls for reorganizing schools to better cultivate deep learning for all students. The report, What Matters Now: A New Compact for Teaching and Learning, lays out an ambitious vision for educator-driven improvements buttressed by a coordinated system of policy and community supports.
Like other programs, our teacher preparation program at the University of Connecticut Neag School of Education has long struggled to recruit as many students of color as we’d like. That’s why we joined AACTE’s networked improvement community (NIC) in 2014 to collaborate with other institutions on strategies to bring more Black and Latino men into our programs. Already, we have nearly doubled the percentage of students of color in our program, going from roughly 12% of students to 20% of our entering cohort this fall.
The University of Connecticut’s Neag School of Education is pleased to announce that René Roselle has been named to the American Association of Colleges for Teacher Education (AACTE)’s new Clinical Practice Commission. René Roselle joins the group of higher education and K-12 leaders from across the country, which will examine the state of clinical practice (commonly known as “field experience”) in teacher preparation.
After leading UConn’s Strategic Planning Efforts, Richard L. Schwab has returned to the Neag School of Education as dean to lead the implementation of the school’s Academic Plan with two new associate deans, Casey Cobb and Sandra Chafouleas.
Two Alma Exley Scholars, Desi Nesmith and Jessica Raugitinane, represented UConn’s Neag School of Education on a recent visit to the Capitol in Washington, D.C. Dean Thomas DeFranco invited them to join him for a Day on the Hill, an annual event organized by the American Association of Colleges for Teacher Education (AACTE). Raugitinane, the […]
