IUE Teacher Preparation Experiences

The design of the IUE curriculum strives to prepare exemplary teachers who will positively affect student achievement.

n      Emphasis on Math, Science and Literacy content and pedagogy

Data on the achievement gap shows that by the end of high school White students are four grade levels ahead of African American and Latino students in the areas of math and reading.   In the state of Missouri, recent test data shows that, only 10.24% of 10th graders were proficient or advanced in the area of mathematics and only 5.54% of 10th graders were proficient or advanced in the area of science.  Research also contends that teachers in urban schools often have less content knowledge than those in higher-income schools.  As one avenue to combat this challenge, the curriculum of the IUE includes a strong content component aligned with knowledge of how individuals learn content.  The content focus of the IUE is math, science and literacy.  Students in the IUE will take math and/or science content courses nearly every semester of the program.  Many of these courses are taken in alignment with teaching methods courses, allowing the students to see the immediate K-8 classroom application of content.  Additionally, the content and pedagogical courses of the IUE have been designed in alignment with national and state math, science, and literacy standards for elementary and middle school teachers.

n      Focus on social justice and multicultural education

As stated in the mission of the IUE, the Institute for Urban Education seeks to prepare exemplary teachers who will be change agents in urban schools.  To be effective teachers in urban schools, “teachers need to know the meaning of culture, the impact of culture on learning and schooling…the nature of ethnic, racial, and urban cultures different from their own, and the role of culture in patterns of socialization, interaction, and communication” (Cochran-Smith, 2004, p. 28).  Therefore, the curriculum of the IUE emphasizes cultural awareness, culturally-relevant pedagogy and immersion in urban schools.  The curriculum of the IUE combines cultural awareness, exploring cultural identities, university faculty support and field experiences.  Students in the IUE are involved in field experiences in urban schools and communities every semester of the program, beginning with the first semester of the program.  Aligned with these field experiences is a seminar course, allowing students to work closely with faculty exploring the political and social nature of teaching.  Immersion in urban schools will help IUE students understand the culture of urban schools, the realities of urban life and learn how to teach in culturally relevant ways, connecting pedagogy to the lives of their students.

n      Summer cultural experiences working in the community

To gain a broad and deep understanding of urban communities, students in the IUE are provided with many opportunities to work and socialize within the urban community.  One such opportunity is the Summer Cultural Experience in which students will be fully immersed in the Kansas City community, gaining experience of other cultures and the community resources available to teachers and families.  Designed with community leaders, the summer cultural experience is a six-week intensive program where students will work with community agencies to explore urban communities and service to the community.  These experiences may include, but are not limited to, home visits, community events, shadowing students, and getting to know the family and community (Haberman, 2000; Williams, 2004; Zeichner, 2003).

n      Innovative classes taught in urban school classrooms

The IUE curriculum will teach students how to apply culturally relevant and responsive teaching practices through modeling, field experiences, and courses taught in urban school classrooms.  These experiences will allow IUE students to witness how to make necessary curricular accommodations and modifications within their teaching behaviors to meet the needs of diverse students.  Through courses taught in urban school classrooms, students will see the immediate application of culturally relevant and responsive teaching and will learn how to make pedagogical modifications to address the cultures present in the classroom and make content meaningful to students.

n      New teacher mentoring and induction

In addition to a rigorous and carefully planned undergraduate curriculum, the IUE also provides mentoring and induction to support graduates during their first few years of teaching.  One factor contributing to urban teacher attrition is the lack of induction programs or mentoring support for new teachers.  Yet, the U.S. Department of Education (2000) reports that teacher attrition has been reduced by one-third by mentoring programs.   Significant learning about the profession happens in the first few years of teaching.  Therefore, the IUE will work in collaboration with school districts in providing a structured mentoring and/or induction program which will offer needed structures of support for new teachers.  The beginning teacher induction program will provide support, supervision, and opportunities for professional growth to IUE graduates, offering the support that is often necessary to help develop master teachers.

The curriculum of the IUE will prepare exemplary teachers for urban schools through an emphasis on content knowledge and culturally-responsive pedagogy, opportunities for students to gain cultural awareness and exploring cultural identities, field experiences aligned with coursework often taught in urban classrooms, and beginning teacher support. The IUE curriculum, specifically designed to prepare exemplary educators for urban schools.  Educators who are change agents demonstrating cultural, pedagogical, content, educational, and interpersonal competencies.

 

References

Cochran-Smith, M. (2004). The multiple meanings of multicultural teacher education: A conceptual     framework. In F. Schultz (Ed.), Annual Editions: Multicultural Education 04/05 (pp. 26-35). Guilford, Connecticut: McGraw-Hill/Dushkin.

Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaderscan do. Educational Leadership, 60, 6-13.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice.  New York: Teachers College Press.

Gay, G. (2004). Social studies teacher education for urban classrooms. In S. Adler (Ed.), Critical issues in social studies teacher education (pp. 75-95). 

Haberman, M. (2000, April). What makes a teacher education program relevant preparation for teaching diverse students in urban poverty schools?  (Report No. SP 039 268). The Milwaukee Teacher Education Center Model. (ERIC Document Reproduction Service No. ED 442 745)

Haycock. K. (2001). Closing the achievement gap. Educational Leadership 58, 6-11.

Haycock, K. (2003). Testimony of Kati Haycock, Director, The Education Trust, Before the U.S. House of Representatives Committee on Education and the Workforce Subcommittee on 21st Century Competitiveness. Retrieved September 2, 2005, from http://www2.edtrust.org/EdTrust/Federal+and+State+Policy/testimony.htm. 

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

U.S. Department of Education (2000, November). Teacher quality initiative: Eliminating barriers to improving teaching. Retrieved May 23, 3005, from

Williams, B. (2003a). An introduction. In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (2nd ed.) (pp.1-11). Alexandria, VA: Association for Supervision and Curriculum Development.

Williams, B. (2003b). What else do we need to know and do? In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (2nd ed.) (pp. 13-24). Alexandria, VA: Association for Supervision and Curriculum Development.

Zeichner, K. (2003). Pedagogy, knowledge and teacher preparation. In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (2nd ed.) (pp. 99-114). Alexandria, VA: Association for Supervision and Curriculum Development.

 

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