|
Coalition
Activities
|
| Teacher
candidates spend more time in schools |
- Boston
College/Boston Public Schools
- On-site
supervision provided to teacher candidates by college
faculty and school faculty
- 4
courses that provide real application of theory and pedagogy
are taught on-site
- Northeastern/Boston
Public Schools
- Set
up total immersion institute for 12 fellow teacher interns
on site at City on a Hill school with both university
and school support
- UMass
Amherst/Springfield Public Schools
- At
Gerena Elementary School, there are an increased number
of early childhood teacher interns working with a core
of trained mentor teachers, including 3 new mentors
- At
Gerena, there are 34 English as Second Language Master
teacher candidates interning through a concomitant Title
III grant
|
| Teacher
candidates have field work in the partner school urban community |
- Boston
College/Boston Public Schools
- Partnership
members helped to plan, organize and conduct outreach
for a successful Parents’ Night at Brighton High
School
- Clark
University/Worcester Public Schools
- Students
in Introductory Ed tutor in after school program sponsored
by Latino Education Institute
|
| School
and community members play active roles in teacher preparation |
- Boston
College/Boston Public Schools
- Developed
new strategies for Parent Meetings at Brighton High School
which resulted in larger turnout
- Clark
University/Worcester Public Schools
- 2
PDS Coordinators in schools
- Hiatt
Family & Community Involvement Facilitator member
of PDS Steering Committee
- Governance
Boards for middle and high schools include community,
business and university representatives
- Science
Ways of Knowing course co-taught on-site by Ed, A&S
and school faculty
- Instructors
and substitutes for Rounds
- Consultant
in classrooms to conduct observations
- Lesley
University/Dever School, Boston Public Schools
- Dever
teachers take active planning role in teacher education
program and focus on literacy training for teacher candidates
- Northeastern
University/Boston Public Schools
- At
City on a Hill Charter School, teaching fellows were hired
early on to teach full time in the classroom garnering
support from each other, school administrators and university
faculty. The practice of co-teaching has been used extensively.
|
|
School
and community members play active roles in teacher preparation
|
- UMass
Boston/Boston Public Schools
- A
new Education course, “Family, Community and School”
is being offered to teacher candidates based upon the
partnership work with Dudley Street Neighbor Association
(DSNA) and the Coalition of Asian Pacific American Youth
(CAPAY). Case Studies from CAPAY work are part of the
course.
|
| School
and community members participate in Coalition-wide activities |
- School-based
educators, e.g., PDS Coordinators, Field Supervisors serve
on the Coalition’s Steering Committee
|
| Begin
to assess the effect of more school and community -based teacher
preparation on student achievement in the k-12 classroom |
- Clark
University/Worcester Public Schools
- Teacher
candidates developing E-folios that integrate text and
video and can be used as a learning tool as well as a
work portfolio
- Lesley
University/Dever School, Boston Public Schools
- Lesley
faculty did comparative research on Dever interns to regular
Lesley teacher candidates and found that Dever interns
express preferences for urban school assignments and stay
in teaching longer in greater numbers
|
| Broad-based
Communities of Inquiry and Practice form the basis of partnership
work |
- Clark
University/Worcester Public Schools
- K-16
Curriculum Teams in partnership schools
Sullivan Middle School has Carnegie funding to develop
small school design
- Northeastern
University/Boston Public Schools
- Collaborative
work with City on a Hill Charter School (CoH) for teacher
preparation through professional development of school
faculty
- Use
of Coalition of Essential Schools Protocol for setting
up practice oriented partnership with City on Hill Charter
School
|
