(1355.pdf) SENDER-RECEIVER MODEL FOR EDUCATION: EFFECTIVE MULTIAGENCY COLLABORATION FOR EC-20 SYSTEMS

摘要

Since 2009, TAMU-SA Model for Success Initiative (MSI) has provided multiagency collaborationbetween community, local education agencies, community colleges, and Texas A&M University-SanAntonio to address THECB Closing the Gaps for participation/success in higher education and teacherpreparation. Utilizing a Sender-Receiver Model applied to Education, administration and faculty froman upper level university successfully reached out to local education agencies, community colleges,and city organizations to create a comprehensive EC-20 multiagency collaborative effort including 12school districts, 5 community colleges, and the city wide Head Start program within the Greater SanAntonio Area. Through scheduled day work sessions and subcommittee activities, higher educationstakeholders dramatically refined teacher education curriculum, programming, and implementationmodels to address community needs in order to produce undergraduate and alternative certificationteachers ready to meet the every changing demands of an effective teacher in today's schools.This presentation focuses specifically on the successes and challenges of inter-agency and crossagency curriculum alignment for 2 and 4 year institutions as well as dramatically modified teacherpreparation curriculum and service delivery models taking the classroom to the school setting forimmediate application of learned concepts through experiential learning. As a group, each of thesefaculty members' reflectively analysed personal perceptions and beliefs of the multiagencycollaborative effort facilitated a significant change in how higher education faculty design, implement,and deliver teacher preparation coursework and program supervision. In Fall 2010 TAMU-SA and fivelocal education agencies entered Memorandum of Understandings for teaching undergraduatepreparation courses in the field with select faculty who taught the course, worked as mentors for thestudents & teacher mentors while providing field supervision an 18 month commitment. Success of theprogram encouraged additional school districts to request the model and has transformed delivery offield residency and student teaching expectations. Data regarding “lessons learned” from the first 18month cohort of students and beginning of 2nd cohort will be presented. The relevance of thispresentation is to offer dialogue and reflective perspectives of how to effectively implementmultiagency collaboration providing strong foundations for dramatic modification and refinement ofteacher education programs in the Greater San Antonio Area.