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2005 SUMMER CONVENINGS- Developing Effective Teachers

Three convenings were held in the summer of 2005, each included departmental representatives from each of the six disciplines. The three themes for the convenings were: Developing Effective Teachers, Developing Researchers and Scholars, and Supporting Intellectual Community. At each convening participating departments had the opportunity to present a Snapshot that described how their department's program advances the theme in one of four specific topic areas. Each department Snapshot can be found under their department, or from the following exhibition.

2005 CONVENING REPORT
DEVELOPING EFFECTIVE TEACHERS    

1. Ready to Teach: The development of vision

In order to design and teach their courses, new teachers must imagine ideal classrooms that reflect their vision of how students learn. The development of this vision (sometimes called a “teaching philosophy”) may be based on observing other teachers, being observed as a teacher, coursework and/or reading research materials on teaching and learning. This process may be informal and idiosyncratic, or highly structured and carefully mentored. How does your program help new teachers develop a vision of their teaching that enhances readiness to teach?

Presenters' Snapshots:

2. Willing to Teach: The development of motivation

Programs that support the development of effective teachers will cultivate the passion, zeal and spirit needed to sustain the work and support commitment through difficult periods. This can be accomplished through formal and informal support networks, mentoring and modeling by faculty, incentive and reward structures, and, perhaps most importantly, through the experience and recognition of success. How does your program help motivate new teachers to cultivate effective teaching practices?

Presenters' Snapshots:

3. Able to Teach: The development of understanding and practice

A teacher’s understanding must encompass both the subject matter and what is sometimes called “pedagogical content knowledge,” a repertoire of teaching strategies and an understanding of how learning can be stimulated and assessed appropriate to the subject matter and setting. The development of ability as a teacher must explicitly link content knowledge to learning, which can be accomplished by subject-specific teacher training courses, observation and feedback on teaching performance, participation in group discussions of teaching and learning, and engaging in inquiry in the classroom. How does your program help new teachers develop content knowledge together with an ability to design their teaching and perform effectively in the classroom?

Presenters' Snapshots:

4. Becoming a Teacher: Developing a professional identity as a teacher

Doctoral programs vary widely in the opportunities they offer students to lead their own labs or classes, and consequently the sense of confidence and excitement they can bring to their teaching after earning the doctorate. Teaching encompasses a variety of roles and responsibilities that doctoral students may not have the opportunity to experience while in graduate school, but are expected to perform in their first faculty appointment or as a practicing professional outside the academy. Some programs provide opportunities for students to participate in a wide variety of teaching activities in addition to traditional classroom or lab experience: mentoring other students or undergraduates, giving talks, participating in curriculum planning, participating in faculty and student recruitment, or participating in an interdisciplinary project, all of which contribute to a richer understanding of the professional responsibilities of teaching. How does your program help new teachers develop a sense of their roles and responsibilities within a community of teachers?

Presenters' Snapshots:
 

 

El CID is the name of the legendary 11th century Spanish hero Rodrigo Diaz de Bivar. El Cid means “the Lord”, because of his nobility, courage, and spirituality. This statue guards the Puente de San Pablo in his hometown of Burgos, Spain.