DOCUMENT RESUME

ED 355 198 SP 034 316

TITLE New Directions in Teacher Education for the 1990s; AReport on the Statewide Conversation about the Agendafor Teacher Ed; ..tion in a Democracy to the EducationCommission of the States.

INSTITUTION New York State Education Dept., Albany.SPONS AGENCY Education Commission of the States, Denver, Colo.PUB DATE Jun 92NOTE 23p.PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS 'Change Strategies; College Role; *Educational

Change; Educational Policy; Elementary SecondaryEducation; Higher Education; Meetings; PolicyFormation; *Preservice Teacher Education; SchoolRestructuring; Schools of Education; TeacherCertification; Teacher Education Programs

IDENTIFIERS *Goodlad (John I); *New York; Teachers for OurNations Schools (Goodlad)

ABSTRACT

This document reports on New York meetings attendedby over 200 teacher educators and liberal arts and science faculty,teachers, administrators, and New York State Education Departmentpolicymakers to consider the implications of the research findingsand recommendations presented in "Teachers for Our Nation's Schools"by John I. Goodlad. The findings and recommendations were consideredin light of two statewide reform efforts: the revision of teacherpreparation programs in response to new state certificationrequirements, and the restructuring of elementary, middle, andsecondary education as envisioned in "A New Compact for Learning."The report reviews reform efforts in New York State and describes theformat and structure of the regional meetings. The meetingdiscussions are then summarized, focusing on the need for reflectivepractice in teacher education, the need for prospective teachers tobecome agents of educational change, and the need to examine howschools of teacher education "fit in" with educational reform. Thereport concl.des that meeting participants were able to linkGoodlad's 19 postulates to substantive activity in the real world,although the practical realities of how and when some of thepostulates might be implemented provided a strong undercurrent to thediscussion. An appendix lists meeting participants. (JDD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A . Report on.tho Statiwide.Copveisation about the'

Agenda for Teacher .Education ip a Demoracy.to

-the Education Commision'Ofithe States'.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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U.S. DEPARTMENT OF EDUCATIONOthce of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

C This document has been reproduced asreceived from the person or organizationoriginating II.

0 MinOr changes have been made to improvereproduction quality

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy

The University of the StSteof New York

The State EducationDepartmeht

Albany, Nair/ York 12234

BEST COP AV BLE

NEW YORK

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THE STATE OF LEARNING

THE STATE EDUCATION DEPARTMENT/ THE UNIVERSITY CF THE STATE OF NEW YORK / ALBANY, N Y 12230

EXECUTIVE COORDINATOR FOR THE TEACHING PROFESSIONSOFFICE OF TEACHING

June 1992

Dear Colleagues:

Enclosed is the final state report on the mini grant project which supported astatewide dialogue on the state of teacher education and the implications for simultaneousrenewal of K-12 schools and the education of educators. New York was one of 25 statesawarded grants by the Education Commission of the States (ECS) to hold a statewidedialogue around the recently published research findings and recommendations whichappeared in the book Teachers for Our Nation's Schools written by noted educationalresearcher John I. Goodlad.

More than 200 teacher education and liberal arts and science faculty, teachers andadministrators and State Education Department policy makers attended three regionalmeetings in April, 1991. During the all-day sessions, participants considered the implicationsof John I. Goodlad's research findings and recommendations in light of two on-goingstatewide reform efforts: the revision of teacher preparation programs in response to newcertification standards which go into effect in September 1993; and a comprehensive K-12restructuring plan as envisioned in A New Compact for Learning.

The meetings provided a timely and valuable opportunity for Department staff andteacher educators to share concerns and program practices with colleagues. We are gratefulto ECS for helping to underwrite the statewide dialogue.

Sincerely,

Gerald L. Freeborne

A Report on the Statewide Conversation about the

Agenda for Teacher Education in a Democracy to

the Education Commission of the States

June 1992

The University of the State of New York

The State Education Department

Albany, New York 12234

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University

R. CARLOS CARBALLADA, Chancellor, B.S. RochesterJORGE L. BATISTA, Vice Chancellor; B.A., J.D. BronxWILLARD A. GENRICH, LL.B. BuffaloEMLYN I. GRIFFITH, A.B., J.D RomeLAURA BRADLEY CHODOS, B.A., M.A. Vischer FerryMARTIN C. BAREa, B.A., I.A., LL.B. MuttontownLOUISE P. MArrEom, B.A., MA., Ph.D. BaysideJ. EDWARD MEYER, B.A., LL.B. ChappaquaFLOYD S. LusrroN, A.B., M.A., M.P.A Miller PlaceMIMI LEVIN LIEBER, B.A., M.A ManhattanSHIRLEY C. BROWN, B.A., M.A., Ph.D. AlbanyNORMA GLUCK, BA., M.S.W. ManhattanADELAIDE L. SANFORD, B.A., M.A., P.D. HollisWALTER COOPER, B.A., Ph.D RochesterCARL T. HAYDEN, A.B., J.D. ElmiraDIANE O'NEILL MCGIVERN, B.S.N., M.A., Ph.D. Staten Island

President of The University and Commissioner of EducationTHOMAS SOBOL

Executive Deputy Commissioner of EducationTHOMAS E. SHELDON

Deputy Commissioner for Higher and Continuing EducationDONALD J. NOLAN

Executive Coordinator for the Teaching ProfessionsGERALD L. FREEBORNE

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability,marital status, veteran status, national origin, race, gender or sexual orientation in the educational programsand activities which it operates. Portions of this publication can be made available in a variety of formats,including braille, large print or audio tape, upon retidest. Inquiries concerning this policy of equal opportuni-ty and affirmative action should be referred to the Department's Affirmative Action Officer, NYS EducationDepartment, 89 Washington Avenue, Albany, NY 12234.

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I. Introduction 1

II. Overview of Reform Efforts in New York State 1

III. Format and Structure of State Conversation 4

IV. Summary of Discussion of Teachers for Our Nation's Schools 6

V. Concluding Comments 7

Appendix A: List of Participants by Regional Meeting Attended 9

,-,J

I. IntroductionNew York was one of 25 states selected by theEducation Commission of the States (ECS) toreceive a $5,000 grant to hold a statewide dia-logue on the state of teacher education, theimplications for simultaneous renewal of K-12schools, and the education of educators. TheECS awarded the grants to stimulate discussionaround the recently published research findingsand recommendations in the book Teachersfor Our Nation's Schools written by notededucational researcher John I. Good lad.

'What follows is a description of the context forthe Statewide Conversation and the process thatoccurred in New York State. Specifically, Good-lad's research and recommendations were con-sidered in light of two statewide reform efforts:the revision of teacher preparation programs inresponse to new state certification requirementswhich go into effect in September 1993 and therestructuring of elementary, middle, and sec-ondary education as envisioned in A New Com-pact for Learning the Regents statement of coreprinciples, strategic objectives, and the reciprocalrelationships and responsibilities of all con-stituencies to bringing about needed changes.Additional chapters describe the structure andobjectives for the statewide dialogue and thehighlights of the discussions. Finally, the morethan 200 people who participated in the threeregional meetings are listed in the appendix.

II. Overview of Reform Effortsin New York State

Attention to teacher preparation issues has beenongoing since 1978 when the Regents first raisedthe issue of teaching as a profession and madethe link between the quality of teacher prepara-tion, practice and student achievement. TheState Education Department (SED), the adminis-trative arm of the Board of Regents has soughtto strengthen the quality of teaching in ourschools through recommending legislation toestablish teaching as a profession, its regulationof teacher certification and academic programreview functions. These ongoing efforts include:

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a comprehensive statewide program review ofall master's degree programs in elementary edu-cation and all undergraduate teacher preparationprograms; sweeping new State certification stan-dards, reemphasizing the liberal arts and sci-ences for elementary and secondary teachers;and development of a performance-basedassessment system for certifying teachers, tocomplement the new certification standards.

All of these efforts, as well as related initiativescarried out at the local level to support teacher-initiated professional development throughTeacher Centers and new teacher induction pro-grams through the Mentor \ Teacher Pilot Pro-gram were undertaken by the Regents as acomprehensive effort to strengthen teaching.Each of these specific reform efforts affectingteacher preparation directly is described ingreater detail below, as is the Regents compre-hensive strategy, A New Compact, to reform ele-mentary, middle, and secondary education.

A. Statewide Review of Teacher PreparationPrograms

From 1985 through 19P7, the New York StateEducation Department conducted a specialstatewide review of 120 master's degree pro-grams in elementary education in collaborationwith the public and independent colleges anduniversities offering the programs. Thestatewide review was undertaken to improvethe quality of these important graduate pro-grams, which are typically pursued on a part-time basis by fully employed teachers seekingpermanent certification. Such graduate studyshould therefore enhance the effectiveness ofNew York's elementary classroom teachersearly in their careers, while setting the stagefor their continuing professional development.

The review process included four basic fea-tures:

1. Each of the 41 colleges prepared a self-study of its master's degree program(s) inelementary education;

2. Teams of out-of-state experts in educationvisited all the campuses to examine theprograms on site;

3. The State Education Department sent toeach institution a set of findings on its pro-gram(s), based upon the institution's ownself-study and the visiting team's report;

4. After considering comments on the find-ings from the institutions, the Departmentindicated to each college what improve-ments, if any, remained to be implementedto bring its master's program(s) in elemen-tary education into compliance with thequality standards embodied in the Regula-tions of the Commissioner of Education.

As a result of the review:

1. 7.5 percent of the programs were re-regis-tered without condition;

2. Improvements were required in one ormore components of 75.5 percent of theprograms. Institutions with programs inthis category were required to presentprogress reports to the Department withina year. In many cases, the colleges hadalready made significant changes in theirprograms in response to the review. TheDepartment scheduled follow-up reviewsfor 1988 to evaluate the effectiveness ofthe actions taken by the institutions whoseprograms were judged to have remainingweaknesses;

3. 17 percent of the programs initially sched-uled for review were voluntarily discontin-ued by the colleges.

Following the graduate level review, a similarcomprehensive statewide rev!ew was con-ducted of all undergraduate teacher prepara-tion programs. In spring 1987, the StateEducation Department announced the first ofa series of registration visits, extending into1990, to institutions with baccalaureate pro-grams of teacher preparation. The visits wereto focus on the programs of teacher prepara-tion while assessing whether the institution'sprograms, in general, were in compliancewith the various laws, rules, and regulationswhich govern degree-granting institutions inNew York State.

Institutions were informed that the reviewwould examine how well their respective

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teacher preparation programs contributed tothe development of effective teachers andhow each institution assessed its success inachieving program objectives.

Each of the institutions in the review isreceiving an individual report analyzing itsstrengths and weaknesses. At the conclusionof the review, the Department will issue anoverall final report which will include recom-mendations for improving teacher educationstatewide and suggestions for any policychanges in this area. The report is scheduledfor release in late 1992.

B. Teacher Certification in New York

As part of the process of reviewing teachercertification in New York State, the policy ofthe Board of Regents has been to encouragecontinuous discussion of issues and the shar-ing of views on all matters relating to theeducation of our children. The Regents intentis carried out through formal hearings, theformation of advisory groups and task forcesto recommend standards in specific certifica-tion areas, informal presentations to parentand professional groups and engaging in col-legial dialogue. Through these avenues, allmembers of the public constituency stu-dents, parents, teachers, administrators, insti-tutions which prepare teachers, educationalassociations, business groups and individualcitizens have been involved in discussionson how the structure of certification shouldreflect the best thinking on how to educatethe children of the future.

C. Status of Teacher Certification Reformat Time of Statewide Dialogue

Current reform efforts have their origin in the1984 Regents Action Plan. In the Plan, theBoard dearly stated the nemssity for increas-ing standards and expectations for students,schools and teachers. Action on regulationsfor students was taken in the fall of 1984 withthe expectation that after careful preparation,hearings and discussion there would beaction on regulations for teachers. As schools

began to implement the Action Plan, more-over, scheduling problems in middle leveleducation became evident. These difficultiesand New York City's development of a paperon middle level education focused greaterattention on middle schools and the middlelevel student.On May 19, 1989, following nearly five yearsof discussion with the field, the Regentsadopted regulations for the certification ofteachers of common branch subjects inkindergarten through grade six (K-6) andEnglish, a language other than English, math-ematics, a science, and social studies ingrades seven through twelve (7-12). Thesenew 1...gulations substantially strengthened thepreparation of teachers in the liberal arts andsciences, subject area specialties and teachingskills before the teacher earns permanent cer-tification. At the same time, the Regents alsotook the landmark step of establishing a newearly childhood teaching certificate, a "certifi-cate valid for teaching common branch sub-jects to students of early childhood yearsthrough grade 3 (PreK-3)," thereby indicatinga commitment to requiring special prepara-tion for the teachers of children in the pre-kindergarten years. The specific requirementsfor this new certificate were not adopted inMay 1989 because it was agreed that a taskforce of early childhood educators should rec-ommend standards for the new PreK-3 area.

The regulations adopted in 1989 anticipatedthe emphasis of A New Compact for Learningby strengthening the liberal arts and sciencesPreparation of teachers and by expressing thestrengthened outcomes rather than of creditscompleted. The 1989 changes took a signifi-cant step toward proving developmentallyappropriate instruction to every child by insti-tuting a separate early childhood certificate(Section 80.14). Since 1989, there has beenextended discussion about the requirementsfor an early childhood certificate.

As the discussions began to focus on howearly childhood teachers would be preparedand certified, an important drawback to theseparate certification emerged. Education Law

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establishes a single elementary tenure areaencompassing kindergarten through gradesix. Since the K-6 tenure area is specified inEducation Law, it is inadvisable to develop acertification structure inconsistent with thatlaw i.e., prekindergarten through gradethree. In order not to jeopardize teachers'careers by creating a different structure forcertification than exists for tenure, the Boardsupported a return to a two-certificate struc-ture (PreK-6 and 7-12) and the establishmentof an annotation in early childhood educationin January 1992. An annotation is voluntary.

D.A New Compact for Learning

In March 1991, the Board of Regents adoptedA New Compact for Learning, a comprehen-sive strategy for improving public elementary,middle and secondary education results in the1990s. It is based on the principle that all chil-dren can learn. It calls for collaboration on abroad scale by parents, educators, Stateand local governments, colleges, libraries,museums, social service agencies and com-munity groups to bring together our col-lective energies in order to raise and educateour children better.A New Compact was adopted after a series of10 regional meetings and public hearings inthe fall 1990. Over 4,200 parents, teachers,school board members, business and govern-ment leaders participated in the public meet-ings to contribute to the development of theNew Compact.

In April 1991, the Board of Regents set inmotion the first of a series of action steps toimplement its provisions:

U to define the desired educational results inspecific terms;

U to devise means of assessment that willguide activity and promote accountability;

to bring about participation by teachersand parents in planning and decision mak-ing for schools;to provide local school districts withgreater flexibility to modify educationalprograms in order to improve results.

Given this context and the fact that collegesand universities were well under way in mak-ing forward-looking, exciting improvementsin their teacher education program, thestatewide dialogue was seen more as anopportunity to inform and refine the teachereducation reform efforts that were evolvingrather than serve as a "clarion call" to policymakers to initiate teacher education reforms.As such, the proposal to ECS proposed astatewide dialogue that would reach a broadand diverse audience, with teacher educatorsand liberal arts and sciences faculty from the98 institutions with teacher preparation pro-grams constituting the majority of participants.

III. Format and Structure of StateConversation

The original proposal was to hold a statewidedialogue in Albany in conjunction with analready planned statewide conference scheduledfor February 1991. During the time the grantproposal was submitted and subsequentlyawarded, the conference had to be canceled dueto the State's severe fiscal situation. An alternateplan was submitted to ECS to hold three day-long regional sessions in New York City, Albanyand Buffalo, respectively to accomplish the samegoals as originally proposed. The grant wouldcover luncheon and coffee break expenses, butparticipants would cover their own travelexpenses. With the regional format, transporta-tion expenses would be kept to a minimum forparticipants and attendance would likely be atthe same level as originally anticipated for theAlbany conference.

This regional strategy for the statewide dialogueproved effective in drawing over 200 partici-pants. In addition to the higher education com-munity, invitations to the regional meetings weremailed to State policy makers from variousoffices of the State Education Department andthe Legislative Education Committees, teachersand administrators from school districts and rep-resentatives of more than 22 professional associ-ations and unions. (See Appendix for list ofparticipants.)

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A. Regional Meeting Format and Objectives

The all-day format of the meetings, from 10a.m. to 3:30 p.m. was designed to cover acomprehensive agenda of interest to thediverse group of invited participants. Theobjectives for the meetings were:

To discuss issues and concerns from theState Education Department's review ofinstitutional re-registration plans for teachereducation programs;

To provide information and solicit com-mentary from the field on certificationchanges in elementary and secondary edu-cation, bilingual/ESL, administration andsupervision, and :pedal education;To consider the implications of newresearch, conducted by John Good lad onthe state of teacher education and presentedin Teachers for Our Nation's Schools.

The three regional meetings were held as follows:

April 9, 1991 CUNY Graduate Center33 West 42nd StreetNew York, NY 10036

April 12, 1991 Empire State PlazaAlbany, NY 12242

April 23, 1991 State University ofNew York at BuffaloCenter for TomorrowConference CenterAmherst, NY 14260

Since luncheon costs were being underwrittenby the grant, attendance at the meetings waslimited to teams of three individuals from the 98institutions with teacher preparation programsand invited guests. Since New York State wasre-emphasizing the importance of the liberalarts and sciences in teacher education, institu-tions of higher education were encouraged toindude liberal arts and sciences faculty amongtheir institutions' representatives.

B. Meeting Topics and Presenters

Each of the three regional meetings followedthe same format and agenda. State Education

Department staff led information and discus-sion sessions on the new and proposed certifi-cation requirements and the review ofinstitutional re-registration plans. These ses-sions allowed participants to share manypromising practices that institutions were initi-ating as a result of their internal self-assess-ment of teacher preparation programs, theState Education Department's statewidereviews and the new certification require-ments. Institutional teams were also able tomeet with State Education Department staff onan individual basis to address specific concernsabout their re-registration proposals andreceive technical assistance.

Meeting topics and presenters for the threeregional meetings were as follows:

Topic: New Certification Changesand Proposed Regulations

Presenter: Gerald L. FreeborneExecutive Coordinator,Office of the Teaching

Professions, SED

Topic: Issues and Highlights fromthe Review of InstitutionalRe-registration Plans

Presenters: Denis PaulAssistant Commissioner for

Academic Programs Review,SED

Kevin ReillyDirector of Academic

Programs Review, SED

The centerpiece of each regional meeting wasa seminar led by a panel of higher educationfaculty to explore the themes and recommen-dations emanating from John Good lad'sTeachers for Our Nation's Schools. Participantswere encouraged to familiarize themselveswith the book prior to the meetings. At aminimum, all participants were provided inadvance with the article by John Goodladentitled "Better Teachers for Our Nation'sSchools", which appeared in the November1990 issue of Phi Delta Kappan.

The seminar discussion leaders at each meet-ing were:

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New York City 'Christian Suggs, DirectorCUNY Minority Project for

the Teaching ProfessionOffice of Academic AffairsCUNY Central Administration

'Cynthia OnoreDepartment ChairSecondary and

Continuing EducationCity College, CUNY

'Karen ZumwaltAssociate Professor of

EducationTeachers College,Columbia University

Albany 'Anthony McCann, ChairTeacher Education,Certification and Practice

Board (SED) and High_School English Teacher

'Linda Biemer, ChairProfessional EducationSUNY at Binghamton

'Gerald Mager, DirectorDivision of EducationSyracuse University

'Jan McDonald, DirectorEducational StudiesUnion College

Buffalo 'Hugh Petrie, DeanFaculty of Educational

StudiesSUNY at Buffalo

'Kay Marshman, ChairEducation DepartmentNazareth College of

Rochester

'Philip Wexler, DeanGraduate School ofEducation & Human

DevelopmentUniversity of Rochester

'Alan Wheeler, DirectorCenter for Educational

StudiesSUC at Fredonia

In preparation for the seminars, each groupheld a conference call to plan and coordinatetheir remarks and use of the postulates tostimulate discussion. Given the multiple rolesof the panelists teacher education facultyand administrators, state policy board mem-bers and practitioners it was felt that theyhad the knowledge and expertise to commenton and lead participants in discussing allaspects of the 19 postulates proposed byGood lad for redesigning teacher preparationprograms.

IV. Summary of Discussion of Teachersfor Our Nation's Schools

The faculty-led discussions of John Good lad'scomprehensive study of teacher education canbe summarized by three key words, i.e., that theeducation of educators needs to be more reflec-tive, revolutionary and concerned with itsrelationships to a broad array of co- stituents.The comments and concerns of participants arepresented below.

A. Reflective Practice

All too often, teacher preparation programsteach prospective teachers that theory andpractice are separable and that learning skillsassociated with practice are sufficient forgood teaching. Student teaching is seen bystudents as the "culminating" activity of theirpreparation programs rather than the "begin-ning" steps in an evolving and continuousprofessional development process. Teacherpreparation programs need to teach prospec-tive educators to see themselves as creators oflearning environments rather than imple-menters of a set curriculum. Much discussionfocused on examples of good practices thatinfuse opportunities for students to be morereflective about their preparation to teach.Examples indude more field-based compo-nents in academic courses, interdisciplinarycourses, having students formulate their ownphilosophy of teaching and the "clustering" ofstudent teachers to facilitate mentoring anddifferent ways for college supervisors to inter-

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act with prospective teachers in the schoolsetting. Many commenters felt that the modelof a professional development school wouldgreatly enhance the prospects for the devel-opment of reflective teachers.

B. Revolutionary or Questioning theStatus Quo

Following on the theme that teacher prepara-tion programs should enhance reflective prac-tice, presenters and participants alike expressedthe need for prospective teachers to be pre-pared to be change agents and to question theroutine and policies of schools and the educa-tional system. Some commenters felt thatteacher educators were too timid to challengethe status quo in their own institutions andtherefore, represented poor role models forpreparing teachers to be change agents.

Participants also expressed the view thatteacher educators needed to be proactive pro-ponents of changes in the workplace, sup-porting more strongly expanded roles forteachers and changes in the "material" condi-tions of teaching. Several commenters con-trasted the political sophistication and powerof teachers unions within their sphere and thepolitical naivete of teacher educators in theirs.There seemed to be a consensus that the roleof teacher educators in influencing positivelywhat does on in the schools was absent fromthe perceptions of the public and the power-ful and that political dialogue with the com-munity was urgently needed.

C. Relationships with Constituent Groups

Participants comments also addressed atlength the many relationships that schools ofeducation have with a broad array of con-stituencies the "field ", the larger institu-tions of higher education of which they are apart, State Education Department policymak-ers and the national goals and standards. Inthese times of uncertainty, changeability andconflict, teacher preparation programs needto be questioning and rethinking how theyrelate to all their constituencies. For example,

in relating to the field, should schools of edu-cation provide laboratory settings to prepareteachers that mirror or ignore current schoolsin favor of some vision of schools of thefuture? Other commenters suggested thatalliances with State policymakers to strength-en program registration would pressure insti-tutions of higher education to put moreresources into teacher education. Others feltthat forces in the community and businesssector forces external to the educationalsystem that have taken an active interest inschool reform have no perception (exceptperhaps a negative one) of teacher educatorsrole in school reform. Teacher educators needto generate a conceptual map of how schoolsof teacher education "fit in" to educationalreform to deflect negative perceptions andwin support for their own reform efforts.

V. Concluding Comments

By placing the statewide conversation aboutteacher education in a democracy in the con-text of ongoing state reforms, development ofnew certification standards and the redesignof teacher education to come into compliancewith certification regulations, participantswere able to link Good lad's 19 postulates tosubstantive activity in the real world. Whilethe idealistic nature of the postulates was uni-versally lauded by participants, the practical

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realities of "how" and "when" some of themmight be implemented provided a strongundercurrent to the discussion.

On a positive note, participants often observedthat New York State's new outcomes basedcertification regulations for elementary andsecondary teachers and collegial approach toprogram registration achieved the spirit ofGood lad's postulate number 18 which states:

"Programs for the education of educators, inorder to be vital and renewing, rr.:.4 be freefrom curricular specifications oy licensingagencies and restrained only by enlightened,professionally driven requirements for accred-itation.*

In a seeming contradiction, participants alsonoted that State certification regulations alsoallow for temporary teaching licenses to beissued to less than fully qualified graduates ofapproved teacher preparation programs incritical shortage areas. Thus, the realities of avery serious shortfall in the supply of qualifiedteacher education graduates, particularly inNew York City, have a way of undermininggenuine attempts at teacher education reform.Despite such setbacks, the overall tenor andtone of the statewide dialogue was that,indeed, as long as we continue the dialogue,we will forge the links between the reform ofK-12 education and teacher educationrequired for the benefit of all our children.

NEW DIRECTIONS IN TEACHER EDUCATIONFOR THE 1990s

ALBANY REGIONAL MEETINGParticipants

Dr. Virginia BarkerSUNY PlattsburghPlattsburgh, NY 12901

Dr. Conrad A. BautzSUC Potsdam - 115 Satter lee HallPotsdam, NY 13676

Beverly J. BeckerSkidmore College - Education DeptSaratoga Springs, NY 12866-1632

Asst. Dean Beth BenjaminSUNY/Oneonta - 337 Netzer Admin BldgOneonta, NY 13820-4015

Dr. James BurnsCollege of St. Rose - 432 Western Ave.Albany, NY 12203

Dr. Thomas Boeke, DeanCollege of St. Rose - 432 Western Ave.Albany, NY 12203

Dr. Jack P. CalaresoCollege of St. Rose - 432 Western Ave.Albany, NY 12203

Prof. William S. CarlsenCornell University - Kennedy HallIthaca, NY 14853

Dr. Mary L. CollinsLe Moyne College-LeMoyne HeightsSyracuse, NY 13214

Prof. George De BoerColgate University - 13 Oak Dr.Hamilton, NY 13346

Dr. Raymond DomenicoSUNY PlattsburghPlattsburgh, NY 12901

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Constance J. EnoNEA of NY - 217 Lark StAlbany, NY 12210

Dr. Cheryl GowieSiena CollegeLoudonville, NY 12211

Dr. Robert HaydenSiena CollegeLoudonville, NY 12211

Dean Elizabeth L. JalbertSUNY/Oneonta - 337 Netzer Admin. Bldg.Oneonta, NY 13820-4015

Dr. Edward KayserSt. Thomas Aquinas College - Rt 340Sparkill, NY 10976

James J. KiepperTeacher Education Conference Board159 Wolf Road-Box 15008Albany, NY 12212-5008

Dean Robert H. KoffSUNY - 1400 Washington Ave. - ED 212Albany, NY 12222

Prof. Susan LehrSkidmore College - Education Dept.Saratoga Springs, NY 12866-1632

Anthony G. LentoSUNY - 1400 Washington Ave. - ED 114Albany, NY 12222

Dr. Catherine LeograndeLe Moyne College - Le Moyne HeightsSyracuse, NY 13214

Elaine C. LipschutzVassar College - Raymond Ave.Poughkeepsie, NY 12601

Dr. Jill LittleLe Moyne College - Le Moyne HeightsSyracuse, NY 13214

Dr. Houng-Zung LiuSUNY PlattsburghPlattsburgh, NY 12901

Dr. Norman C. LysterHartwick CollegeOneonta, NY 13820

Dean F. Elizabeth MoodySUNY - College at OswegoOswego, NY 13126

Mrs. Elizabeth NolanMarist College - North Rd.Poughkeepsie, NY 12601

JoAnne PaganoColgate University - 13 Oak Dr.Hamilton, NY 13346

Prof. Irene S. PyszkowskiSt. John's University - 300 Howard Ave.Staten Island, NY 11209

Mary RossettiSUNY - 1400 Washington Ave. - ED 114Albany, NY 12222

Dr. James C. ShumanSt. Lawrence UniversityCanton, NY 13617

Ms. Susie SlackCornell University Kennedy HallIthaca, NY 14853

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Joyce SmithSUNY - College at OswegoOswego, NY 13126

Dean C. Jane SnellState University College at Cortland - PO Box 2000Cortland, NY 13045

Rosa SoriaNEA of NY - 217 Lark St.Albany, NY 12210

Prof. Karen SwanSUNY - 1400 Washington Ave. - ED 114Albany, NY 12222

Prof. Deborah J. TrumbullCornell University - Kennedy HallIthaca, NY 14853

Dean Sara VarhusSUNY - College at OswegoOswego, NY 13126

Mr. Joseph G. WatersAssoc. Dir. Admissions Hartwick CollegeOneonta, NY 13820

Dr. Ralph WareSiena CollegeLoudonville, NY 12211

Dr. Geraldine F. WolfeSUNY Plattsburgh Hawkins Hall 107Plattsburgh, NY 12901

Carolyn YoungSUNY/Oneonta - 337 Netzer Admin. Bldg.Oneonta, NY 13820-4015

NEW DIRECTIONS IN TEACHER EDUCATIONFOR THE 1990s

BUFFALO REGIONAL MEETINGParticipants

Cheryl AlbersSUNY at BuffaloBnet, 208 BaldyBuffalo, NY 14260

Dr. Ernest P. Balajthy, Jr.SUNY GeneseoGeneseo, NY 14454

Clarence L. BenceHoughton College1 Willard Ave.Houghton, NY 14744

Dr. Marion BenzSUC at Buffalo 1300 Elmwood Ave.Buffalo, NY 14222

Barbara BieleckiNEA of N.Y.217 Lark StAlbany, N.Y. 12210

Crayton BuchAACTE/NYS Exec. Sec. Treas.SUC at Buffalo1300 Elmwood Ave.Buffalo, NY 14222

John BurnsHobart & William Smith CollegesGeneva, NY 14456

Pat CollinsProfessor of EducationHobart & William Smith CollegesGeneva, NY 14456

Dr. Maria CepranoSt. Bonaventure UniversityBox KSt. Boneventure, NY 14778

Catherine ComblethProf & Dir., Briet, 208 BaldyBuffalo, NY 14260

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James F. CurlChair, Div. of EducationAlfred University, PO Box 826Alfred, NY 14807

Dr. Robert DavittSUC at Buffalo1300 Elmwood Ave.Buffalo, NY 14222

Prof. Gary P. DeBoltSUNY GeneseoGeneseo, NY 14454

Dr. Deborah FirstNazareth College4245 East Ave.Rochester, NY 14618

Dr. Thomas W. FitzsimonsCan isius College2001 Main StreetBuffalo, NY 14208

Beth FranksHobart & William Smith CollegesGeneva, NY 14456

Dr. Richard GatesSt. Bonaventure UniversityBox KSt. Boneventure, NY 14778

Dean Robert GemmettSUNY College at BrockportBrockport, NY 14420

Arthur L. GreilAlfred UniversityPO Box 826Alfred, NY 14807

Dean Michael HarterSUNY College at BrockportBrockport, NY 14420

Ms. Margaret HenderyIthaca College - Teacher EducationDanby RdIthaca, NY 14850

G. Edna HowardHoughton College1 Willard Ave.Houghton, NY 14744

Mr. Donald JohnsonSUNY College at BrockportBrockport, NY 14420

Barbara KellyNEA of N.Y.217 Lark St.Albany, NY 12210

Dr. Donald J. MurphyCanisius College2001 Main StreetBuffalo, NY 14208

Dr. Edward J. McMahonDaemen College4380 Main StreetAmherst, NY 14226

Claity P. MasseyHoughton College1 Willard Ave.Houghton, NY 14744

Dr. Kay F. MarshmanNazareth College4245 East Ave.Rochester, NY 14618

Susan Noffre, Asst ProfSUNY at BuffaloBriet, 208 BaldyBuffalo, NY 14260

Rev. Daniel F. O'Leary, O.M.I.Niagara UniversityHyde Park & Lewiston Rd.Niagara University, NY 14109

12

Dr. Mary PalamarDirector, Special Education - Nazareth College4245 East Ave.Rochester, NY 14618

Jerry D. ReberSUNY GeneseoGeneseo, NY 14454

Joh Schwartz, ProfessorIthaca College Teacher EducationDanby Rd.Ithaca, NY 14850

Dr. Thomas SheeranNiagara UniversityHyde Park & Lewiston Rd.Niagara University, NY 14109

Dr. Barbara SirvisSUC at Buffalo1300 Elmwood Ave.Buffalo, NY 14222

Cynthia SuttonAlfred UniversityPO Box 826Alfred, NY 14807

Particia TempestaProfessorIthaca College - School of Humanities & SciDanby Rd.Ithaca, NY 14850

Dr. Paul VermetteNiagara UniversityHyde Park & Lewiston Rd.Niagara University, NY 14109

Dr. Paul A. YoungCanisius College2001 Main StreetBuffalo, NY 14208

NEW DIRECTIONS IN TEACHER EDUCATIONFOR THE 1990s

NEW YORK CITY REGIONAL MEETINGPatlicipants

Adam AbdallahAssociate ProfessorMedgar Evers College 1650 Bedford Ave..Brooklyn, NY 11225

Dr. Carol AlbertsChair, Dept. of Health, Phys. Ed.Hofstra. UniversityHempstead, NY 11550

Celia AlvarezProfessorTeachers College, Columbia UniversityMew York, NY 10027

Dr. George Ansa IoneDeanSt. John's University-300 Howard Ave..Staten Island, NY 10301

Prof. Marchia BaghbanGraduate CoordinatorQueens College65-30 Kissena Blvd.Flushing, NY 11367

Dr. Linda BastianArt Education ChairSchool of Visual Arts209 E. 23rd StreetNew York, NY 10010

Rebecca BeharCoordinator, Early Childhood EducationStem College for Women - Yeshiva University245 Lexington AvenueNew York, NY 10016

Dr. Lois A. Bei linDeanHofstra UniversityHempstead, NY 11550

Dr. John E. BierwirthSuperintendent of SchoolsSachem Central School Dist. 245 Union Ave.Holbrook, NY 11741

13

Dr. Joel BergerCoordinator, E&S Grad. Prog.College of S.I. - 130 Stuyvesant Pl.Staten Island, NY 10301

Mina Berkowitz, PhDProfessor, Division of EducationUU University PlazaBrooklyn, NY 11201

Anthony J. BonannoChair, Dept. of EducationSt. Francis College - 180 Remsen St.Brooklyn Hts., NY 11201

Deborah P. BlochSp. Asst. to Dean of Academic Dev.Baruch College - 17 Lexington Ave.New York, NY 10010

Stephan BrumbergDirector, Minority RelationsCUNY - 535 E. 80th St.

Professor Arlene BloomWagner College - Howard Ave. & Campus Rd.Staten Island, NY 10301New York, NY 10021

Dr. Alta BusbyAssistant ProfessorSt. Thomas Aquinas College Rt 340Sparkill, NY 10976

Dr. Peter CooksonAssistant DeanAdelphi UniversityGarden City, N.Y. 11530

Shirley CohenAssociate DeanHunter College 695 Park Ave.New York, NY 10021

Dr. Eileen CunninghamChairperson, Division of EducationSt. Thomas Aquinas College Rt 340Sparkill, NY 10976

Dr. Dorothy ColeAssistant DeanSchool of EductionLIU - CW Post CampusNorthern Blvd.Brookville, NY 11548

Leo DeusterProfessorCUNY - 535 E. 80th St.New York, NY 10021

Dr. Neil Dauler-PhinneyChairpersonDept. of Curriculum & InstructionLIU-CW Post CampusNorthern Blvd.Brookville, NY 11548

Dr. Mario DiSciulloVice PresidentCouncil of Administrators & Supervisors88 Sunnyside Blvd - Suite 209Plainview, NY 11803

Miriam S. DornChairperson & ProfessorDepartment of Elementary EducationCity College - 135 St. & Convent Ave.New York, NY 10031

Prof. Winifred DoyleProfessor of EducationNYIT - Dorothy Schure CampusOld Westbury, NY 11568

Ms. Josephine FuscoAssoc. Dean School of Cont. Educ.SUNY- Social & Behavioral Sciences Bldg.Stony Brook, NY 11794-43':,5

John GarveyDeanCUNY - 535 E. 80th St.New York, NY 10021

Dr. Esther GlassDivision of EducationSouthhampton CampusLIU

Brookville, NY 11548

A.W. GodfreyDirector, Liberty Part. Prog.SUNY Social & Behavioral Sciences Bldg.Stony Brook, NY 11794-4335

14

Dr. Helen GreeneEducation ConsultantNYIT/Dorothy Schure CampusOld Westbury, NY 11568

Dr. Ann GrossAssistant ProfessorSt. Thomas Aquinas College - Rt 340Sparkill, NY 10976

Prof. Ruth GrossmanProgram Head DirectorCity College - 135th St & Convent Ave..New York, NY 10031

Dean Edwina HambyCUNY 535 E. 80th St.New York, NY 10021

Christine HowardDirector, Education Placement OfficeQueens College P.H. 10465-30 Kissena Blvd.Hushing, N.Y. 11367Prof. Gloria HarrisUndergraduate Cc ordinatorQueens College65-30 Kissena Blvd.Flushing, NY 11367

Sister Mirian HonoraHead, Child Study Dept.St. Joseph's College 245 Clinton Ave.Brooklyn, NY 11205-3688

Lorraine HomeyAssistant Dean, EducationBrooklyn College - Bedford & Ave. HBrooklyn, NY 11210

Arthur HughesChair, History Dept.St. Francis College - 180 Remsen St.Brooklyn Hts., NY 11201

Christine HowardDirector of Education PlacementPH 104Queens College65-30 Kissena Blvd.Flushing, NY 11367

Shirley HuneAssociate ProvostHunter College - 695 Park Ave..New York, NY 10021

Prof. Joann Jacullo-NotoDirector, Office of Teacher EducationTeachers College, Columbia UniversityNew York, NY 10027

Brother James KearneyDirector of Teacher EducationMarist College - North Rd.Poughkeepsie, NY 12601

Dr. Sally KaminskyCoordinator, Elementary & SecondaryUndergraduate ProgramCollege of S.I. - 130 Stuyvesant Pl.Staten Island, NY 10301

Dr. Jeffrey Kane, DeanAde 1phi UniversiytGarden City, NY 11530

Norbert LeesebergChairperson, Dept. of Education/PsychologyWagner College - Howard Ave. & Campus RdStaten Island, NY 10301

Sister Rosemary LesserAssociate ChairpersonChild Study DepartmentSt. Joseph's College - 245 Clinton Ave.Brooklyn, NY 11205-3688

James LovettAssistant Dean, EducationBrooklyn College - Bedford & Ave. HBrooklyn, NY 11210

Dr. Jed LuchowCoordinator, Sp. Educ Prog.College of S.I.- 130 Stuyvesant P1.Staten Island, NY 10301

Roger LandrothDeputy ChairpersonDept. of EducationBaruch College 17 Lexington Ave.New York, N.Y. 10010

Professor Donald LeedsWagner College - Howard Ave. & Campus RdStaten Island, NY 10301

Toby Litt, Ph.D.Coordinator, Student ServicesDivision of EducationLIU - University PlazaBrooklyn, NY 11201

15

/yr. Lewis LymanDirector of Graduate EducationCollege of New RochelleCastle PlaceNew Rochelle, NY 10805

Maureen McCarthyCoordinator of Special EducationMercy College555 BroadwayDobbs Ferry, NY 10522

Dr. Edward MillerDean, Graduate SchoolCollege of New RochelleChadwick 202New Rochelle, NY 10805

Dr. Joel E. Mitt lerInterim DeanSchool of EducationLIU/CW Post CampusNorthern Blvd.Brookville, NY 11548

Carol Mil lsom, Prof.NYU239 Greene St., 200 East Bldg.New York, NY 10003

Professor John MayherNew York University239 Greene St., 200 East Bldg.New York, NY 10003

Dr. Edward MillerDean Graduate SchoolCollege of New Rochelle - Chadwick 202New Rochelle, NY 10805Doris NobiProfessorTeachers College, Columbia UniversityNew York, NY 10027

Mrs. Elizabeth NolanCoordinator Teacher EducationMarist College - North Rd.Poughkeepsie, NY 12601

Ethel Or lranAsst. DeanStern Col. for Women - Yeshiva University245 Lexington AvenueNew York, NY 10016

2D

Cynthia OnoreDept. Chair, Sec. & Cont. Educ.School of EducationThe City CollegeConvent Avenue & 138th StreetNew York, NY 10031

Jane Dineen PanekChairperson - EducationMolloy College - 1000 Hempstead Ave.Rockville Centre, NY 11570

Ann Marie PagnottaAssistant Professor/MathMolloy College1000 Hempstead AvenueRockville Centre, NY 11570

Joan R. PardesChair, Dept. of Educ.Manhattanvilh.: CollegePurchase StreetPurchase, NY 10577

Robert PostmanChair EducationMercy College555 BroadwayDobbs Ferry, NY 10522Molloy College - 1000 Hempstead Ave.

Isabel D. PascaleDirector, Division of EducationLIU University PlazaBrooklyn, NY 11201Rockville Centre, NY 11570

Prof. Bertha PerezDirector of Special EducationSUNY Teacher Education Box 210Old Westbury, NY 11568

Irene S. Pyszkowski, Ph.D.Associate ProfessorSt. John's UniversityDivision of Education300 Howard AvenueStaten Island, NY 11209

Diane QuandtAssistant ProfessorCollege of New RochelleChadwick 202New Rochelle, NY 10805

16

Sister John RaymondChairman, Secondary Education Dept.St. Joseph's College - 245 Clinton Ave.Brooklyn, NY 11205-3688

Elizabeth ReitbauerEnglish Language DirectorConcordia College

Carole S. RhodesAssistant ProfessorCollege of New RochelleCastle PlaceNew Rochelle, NY 10805

Richard L RogersVice President & SecretaryNew School for Social Research66 West 12th StreetNew York, NY 10011

Migdalia RomeroChairperson, Curriculum & Teaching - Hunter College695 Park Ave.New York, NY 10021

Jerrold Ross, Assoc. Deanfor Academic Affairs NYU239 Greene St., 200 East Bldg.New York, NY 10003

Dr. Frances RustChair Department of Curriculum & TeachingHofstra UniversityHempstead, NY 11550

Dr. Susan Riemer SacksChair, Education Dept.Barnard College - 3009 BroadwayNew York, NY 10027

Dr. Alan SadovnikDirector, Elementary/Secondary Educ.Ade 1phi UniversityGarden City, N.Y. 11530

Ms. Sidney SchwartzChair, Elementary & Early

Childhood Educ. & Serv.Queens College - P.H. 10465-30 Kissena Blvd.Hushing, N.Y. 11367

Dr. Basilio SerranoConvener of Teacher EducationSUNY Teacher Education Box 210Old Westbury, NY 11568

Prof. Jan SpeismanDirector of Field ExperienceSUNY Teacher Education Box 210Old Westbury, NY 11568

Dr. Murray SchneiderPresidentCouncil of Administrators & Supervisors88 Sunnyside Blvd. Suite 209Plainview, NY 11803

Dr. Susan SandyAssociate Professor of EducationStern College for Women - Yeshiva Univ.245 Lexington Ave.New York, NY 10016

Stanley SilvermanAcademic ComputingNYIT Dorothy Schure CampusNew York, NY 10027

Frank SladeChair, Philosophy Dept.St. Francis College 180 Remsen St.Brooklyn His. NY 11201

Barbara SmulderCoordinator of Student TeachingMercy College555 BroadwayDobbs Ferry, NY 10522

Dr. Stephen SteffensProfessorConcordia College171 White Plains Rd.Bronxville, NY 10708

Chris SuggsAcademic AffairsCUNY Central535 E. 80th St.New York, NY 10024Bronxville, NY 10708

Lee Ann TruesdellCoordinator of Special EducationQueens College65-30 Kissena Blvd.Flushing, NY 11367

Sister Kathleen WatersAssociate Professor of Educ.Molloy College - 1000 Hempstead Ave.Rockville Centre, NY 11570

Don WatkinsOmbudsmanBaruch College 17 Lexington Ave.New York, NY 10010

Sr. Barbara Werner, O.P.Director of Teacher EducationDominican College - 10 Western Hwy.Hempstead, NY 11550

Katherine Knight WilcoxSenior Associate in EducationBarnard College 3009 BroadwayNew York, N.Y. 10027

Evan WilliamsDean, Undergraduate StudiesBrooklyn College - Bedford & Ave. HBrooklyn, NY 11210

Karen ZumwaltAssociate Professor130 Ogden AvenueDobbs Ferry, NY 10522

NEW YORK STATE EDUCATION DEPARTMENTALBANY. NEW YORK 12234

EiS1 COPY rei RAKE 23

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PAIDAlbany. N.Y.

Nrrnit No. 293