Skip to main content
Article
Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates
Other SEHD Scholarship
  • Donna Sobel, University of Colorado Denver
  • Cindy Gutierrez, School of Education and Human Development at the University of Colorado Denver
Document Type
Article
Publication Date
1-1-2009
Abstract
Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program-wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today's classrooms.
Citation Information
Donna Sobel and Cindy Gutierrez. "Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates" (2009)
Available at: http://works.bepress.com/cindy-gutierrez/1/