SOME BREAKING NEWS:
The state recently required program revisions in all of our undergraduate programs to comply with the new Alabama Quality Teaching Standards. Our programs were approved in record time. This means we begin the year with refreshed confidence that we provide top quality programs in every area of our curriculum.
Another area where students will see new energy is in student communications. We did some experimenting last year, but we will be going full bore this year. This blog is but one example. I hope you'll take the time to post comments and questions often. I will be personally moderating the discussion and I hope to see many of our students out here in cyberspace.
Another example is our Student Concerns Digital Drop Box located on the web at: http://www.ed.uab.edu/scc/concerns.htm. Concerns raised by students and delivered at this site are reviewed by faculty and administrators regularly and are delivered anonymously. One caution -- if you have a question or complaint about a class or an instructor, go see the instructor before you do anything else. We insist on it! The reason we insist on it is that it is only fair and since most of you are training to be teachers we know you'll see the logic of working with the instructor to fix the problem.
Homecoming will be a big deal this year. Please help us out by contacting Ashley Cacioppo at ashmcap@uab.edu. There are floats to decorate, skits to perform, races to run and prizes to be won, so come on down!
Best wishes for a great start to the new year.
3 comments:
How do the program changes contribute to the "No Child Left Behind" philospy and in what spirit is the model intended? What does "left behind" really mean in respect to the individuals talent skills and abilities?
Some of the program changes in the School of Education have been required by NCLB. Examples of these are the increased academic requirements for elementary candidates (the so-called 4X4) and the necessity for high school majors to have a full major in their teaching field in addition to their education major. I am going to expand my response to your post in my next edition of the blog -- so check it out!
And THANK YOU for your questions. I appreciate the chance to respond.
Considering the policy changes and most certainly the credentialing requirements, is quality measured by outcomes on national exams that may or may not take into consideration the ethnocentricy of the particular school system?
From a cultural standpoint, learning can be specific to the economic modality or to the standards of the educational system. Are these items congruent?
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