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Changing Perspecitves-Placing Teacher Candidates in Urban Schools
Unformatted Document Text:  Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38 (4), pp. 915-945. Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. C. Contribution: Strand II Picturing Expanded Alliances In order to provide teachers that are prepared to go into the urban environment colleges and universities have to become more savvy at working with those school systems. Alliances with these schools must be forged and protected. The school systems must recognize their gain in welcoming pre-service teachers into their ranks. As colleges and universities scramble to place teacher candidates every semester, the urban school is often the last school to be considered. By building an on-going partnership with the city schools teacher candidates find that the urban environment is a possibility and the rewards are high. During the last school year this program has placed 100 teacher candidates in urban schools, to assist and learn from veteran teachers while they offer another paraprofessional in the classroom. The program allows the candidate to experience the urban environment, to interact one-on-one with students and even teach while being supported and encouraged by a mentor teacher. During the 30 hour practicum, the teacher candidate is required to be at the school when it opens to allow for interaction with the mentor teacher, and participate in the language arts program. Each candidate must identify the various diversities within the classroom and accommodate for those in lessons taught. Perhaps the single most important part of the experience for the teacher candidates is to discover that the urban school is not as threatening as they supposed and that they could have an impact in that environment. Most of the teacher candidates in the program have never experienced a minority urban school and enter with fear and trepidation, only to leave with great reluctance. D. Relevance: These teacher candidates in the urban environment are demonstrating through their positive experiences the importance of supported placements at an earlier stage of their preparation and the need for colleges and universities to step into the urban school situation not only to prepare better teachers for our public schools but to help and support the school systems as they stand immediately. Successful (exemplary) practices are demonstrated by the reception for the teacher candidates from the elementary schools and by the positive expressions and reflective journaling of the teacher candidates themselves during the experience. E. Implication for Action: This program has helped to build an alliance between the university and the public school system in Lynchburg, VA. The model is one that could effect the number of teacher candidates that are willing to teach in the environment of the inner city. Section II: Outcomes and MethodsA. Learner/participant outcomes: The participant will be encouraged to consider making partnerships between the college or university and the urban elementary schools in their districts. The participants will be given the steps for setting up such a program. B. Methods: The program will be presented using a PowerPoint Presentation that outlines the Partnership program. Along with the PowerPoint the participants will be taken into the schools

Authors: Johnson, Kathie.
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Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes
professional development effective? Results from a national sample of teachers.
American Educational Research Journal, 38 (4), pp. 915-945.
Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
C. Contribution: Strand II Picturing Expanded Alliances
In order to provide teachers that are prepared to go into the urban environment colleges and
universities have to become more savvy at working with those school systems. Alliances with
these schools must be forged and protected. The school systems must recognize their gain in
welcoming pre-service teachers into their ranks. As colleges and universities scramble to place
teacher candidates every semester, the urban school is often the last school to be considered.
By building an on-going partnership with the city schools teacher candidates find that the urban
environment is a possibility and the rewards are high.
During the last school year this program has placed 100 teacher candidates in urban schools, to
assist and learn from veteran teachers while they offer another paraprofessional in the classroom.
The program allows the candidate to experience the urban environment, to interact one-on-one
with students and even teach while being supported and encouraged by a mentor teacher.
During the 30 hour practicum, the teacher candidate is required to be at the school when it opens
to allow for interaction with the mentor teacher, and participate in the language arts program.
Each candidate must identify the various diversities within the classroom and accommodate for
those in lessons taught.
Perhaps the single most important part of the experience for the teacher candidates is to discover
that the urban school is not as threatening as they supposed and that they could have an impact
in that environment. Most of the teacher candidates in the program have never experienced a
minority urban school and enter with fear and trepidation, only to leave with great reluctance.
D. Relevance: These teacher candidates in the urban environment are demonstrating through
their positive experiences the importance of supported placements at an earlier stage of their
preparation and the need for colleges and universities to step into the urban school situation not
only to prepare better teachers for our public schools but to help and support the school systems
as they stand immediately.
Successful (exemplary) practices are demonstrated by the reception for the teacher candidates
from the elementary schools and by the positive expressions and reflective journaling of the
teacher candidates themselves during the experience.
E. Implication for Action: This program has helped to build an alliance between the university
and the public school system in Lynchburg, VA. The model is one that could effect the number of
teacher candidates that are willing to teach in the environment of the inner city.
Section II: Outcomes and Methods
A. Learner/participant outcomes: The participant will be encouraged to consider making
partnerships between the college or university and the urban elementary schools in their districts.
The participants will be given the steps for setting up such a program.
B. Methods: The program will be presented using a PowerPoint Presentation that outlines the
Partnership program. Along with the PowerPoint the participants will be taken into the schools


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