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Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?
These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.
Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
List of contents
1: Why a University-Based, Community Centered Teacher Residency Program; 2: Theoretical Frameworks for Research and Practice; 3: UBTR Program and the Buffalo Context; 4: The Residents; 5: Teacher Education Associates: Evolution of the Role; 6: Residency Partners: Schools and Mentor Teachers; 7: Transformation and Innovation of Coursework Through Instructional Modules; 8: Cultivating Collaborative Professionalism: Teacher Residency Summer Institute and Teacher Residency Consortium; 9: Continuous Improvement: Implementation and Evaluation; 10: Sustaining Change: Claims, Lessons, and Recommendations
About the author
Julie Gorlewski Professor, Graduate School of Education, University at Buffalo
Amanda Winkelsas Clinical Assistant Professor and Director of the University at Buffalo Teacher Residency Program, Graduate School of Education, University at Buffalo
Suzanne N. Rosenblith Professor and Dean, Graduate School of Education, University at Buffalo
Corrie Stone-Johnson Associate Professor, Department of Educational Leadership and Policy, Graduate School of Education, University at Buffalo
Elisabeth Etopio Assistant Dean for Teacher Education, Graduate School of Education, University at Buffalo
David Gorlewski EdD, Teacher Education Associate, Graduate School of Education, University at Buffalo
Tiffany Karalis Noel Clinical Assistant Professor, Graduate School of Education, University at Buffalo
Bobbie Finocchio EdD, Teacher Education Associate for the University at Buffalo Teacher Residency Program and Clinical Faculty in the Office of Educator Preparation, Graduate School of Education, University at Buffalo
Amanda Seccia PhD Candidate, Graduate School of Education, University at Buffalo
Ling Zhai PhD Candidate, Graduate School of Education, University at Buffalo
Erin Kearney Associate Professor, Graduate School of Education, University at Buffalo
Xiufeng Liu Professor, Graduate School of Education, University at Buffalo
Nooshin Shafaei Previous Assistant Director of the University at Buffalo Teacher Residency Program, Graduate School of Education, University at Buffalo
Tanika Shedrick Principal, Buffalo Public School #92, BUILD Community School
Summary
Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?
These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.
Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
