Collaborative Academy for Teacher Training

The Collaborative Academy for Teacher Training (CATT) represents Quincy University’s efforts to implement systemic change to better prepare teacher candidates to function in high-needs schools. Funded by the TQE Grant (2004), the teacher preparation program at Quincy University is being transformed into a professionaldevelopment school model.

In partnership with the Quincy Public Schools (District #172), John Wood Community College, and the parochial schools, the education department at Quincy University teaches sophomore education classes in K-12 school settings. Primary, intermediate, and high school sites have been selected. Direct interaction with students is an integral part of the coursework and includes observation, mentoring, and small group instruction. University faculty members share the course syllabi and objectives with the K-12 teaching staff, and they collaborate to ensure that teaching candidates have opportunities to observe and practice the concepts being studied in a real-world setting. Clinical observations are also tied to the courses offered in the school settings.

Three junior level methods courses are also being piloted second semester. Secondary music methods, and Elementary and Secondary Social Studies Methods are taught in K-12 settings with opportunities for teaching candidates to have frequent teaching experience in classrooms at these sites. All courses incorporate reflection as an important tool for evaluation, with classroom teachers invited to participate in reflective discussions with teacher candidates.

The CATT initiative represents a true collaborative effort that benefits the teacher candidates, K-12 students, K-12 teachers, and university instructors. Currently more than 65 teacher candidates, 30 K-12 teachers, five university instructors, and over 200 K-12 students are actively involved in the partnership. Many others have participated in the planning process.

Long-range plans include expanding to other sites. As additional education courses are added, new K-12 schools will be involved. Parochial schools, rural settings, schools with high numbers of English as Second Language learners, and inner city school settings in East St. Louis are being considered as possible areas of expansion.

Collaboration between all participating groups and the provision of authentic experiences for teacher candidates are the underlying tenets of the CATT initiative. Further information on the CATT initiative can be found at www.quincy.edu/~educatn 

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