don derosa, science methods professor, sed carol jenkins, language arts methods professor, sed julia...
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Don DeRosa, Science Methods Professor, SED
Carol Jenkins, Language Arts Methods Professor, SED
Julia Badiali, 4th Grade Teacher, Trotter School
Brenda Richardson, Science Specialist, Trotter School
Kelly Majmudar, BU/Trotter School Partnership Coordinator
Immersive Methods Courses for
Pre-Service Teachers
The ProblemTraditional methods courses for pre-service
teachers take place on the university campus in isolation of what occurs in elementary school classrooms. Pre-service teachers imagine or role play what
the pedagogy will look like with real students.“One-third of America’s new teachers leave
teaching sometime during their first three years and almost half depart after the first five years,” especially those in low-income urban schools (Fulton, Burns, & Goldenberg, 2005).
Professional Learning CommunityCollaboration between institute of higher
education (IHE) and urban public school
Em
erging Methods
Program
Trotter Elementary School
Race/Ethnicity
% of School
African American
67.4
Hispanic 27.1
White 2.5
Multi-Racial/Non-Hispanic
2.8
Title % of School
First Language not English
11.3
Limited English Proficient
8.3
Low-income 82.7
Special Education 9.5
Free Lunch 81.2
Reduced Lunch 1.5Gender Enrollment
Male 187
Female 212
Total 399
Stakeholders
Framework of the Methods ClassLanguage Arts Methods and Science
Methods Meets one day/week at Trotter SchoolBU Faculty and Trotter Faculty serve as co-
instructorsSCIENCE
•2 hours in science methods class•1 hour of immersion experience with observation, coaching, and teaching in elementary science classroom
LANGUAGE ARTS
•2 hours of Language Arts methods class•30 minutes of observation of elementary writer’s workshop class•30 minutes of teaching experience as a writing tutor
The Team
Kelly
Mutual BenefitsPre-Service Teachers–
merging of practical experience with theory, mentorship of in-service teachers
Trotter Students-- more individualized attention, enthusiastic undergrads, university resources
BU and Trotter Faculty-- professional dialogue about theory and practice
ChallengesMerging the university
and public school schedulesFinding time for
collaboration and planningLogistics of transportationTime and materials
divided between physical locations
Model for co-teachingIHE faculty--
acknowledgement for retention, tenure, and promotion
Early Indicators
Self-efficacyInterviews with
stakeholdersInterviews with
practicum students
Evaluation PlansCompare pre- and post- surveys of pre-service
teacher’s science teaching self-efficacyCompare pre and post surveys of pre-service
teachers’ interest in urban teaching placementsTrack pre-service teachers for up to five years
using the following strategies:Observation of teaching practiceCollection of lesson plansAnnual testing of self-efficacy, views of the nature of
science, and beliefs about teaching science compared to other subjects
Annual interviewsSurvey number of teachers who choose urban
teaching placements
Implications for Other ProgramsCourses for other majors may also benefit
from merging theory and practice in a similar model.
Consider:partnering with businessespartnering with service sitesoffering courses that are co-taught by
professionals in the fieldoffering courses held in authentic settings
Build partnerships from the ground-up Ensure benefits for all stakeholders