Our college's professional program requires pre-service teachers in the classrooms from first semeseter of junior year through last semester of senior year; in addition, the college/universities under our Board of Regents must guarantee each pre-service teacher spends a minimum of 900 hours in classrooms prior to program completion. Our pre-service teachers see a lot, learn a lot, and are integrated into the classroom (in most cases) to assist students/teachers. Pre-service teachers are required to develop lesson plans and teach a minimum of 3 (math, reading, social studies/science) per semester beginning in second semester/junior year; they are assessed by college supervisor and classroom teacher.
Most of our candidates do an outstanding job and are "sought after" as first-year teachers. However, when hired into school systems, they are given professional development in the "system's purchased programs" and candidates wonder "why did I go to college?" ----- Original Message ----- From: beverleep...@gmail.com Date: Sunday, July 18, 2010 0:14 am Subject: Re: [MOSAIC] a professor's reply To: "Mosaic: A Reading Comprehension Strategies Email Group" > It would certainly reduce the 50 per cent attrition rate in 5 years. > Sent from my BlackBerry Smartphone provided by Alltel > > -----Original Message----- > From: Carol Meyer > Sender: mosaic-bounces+beverleepaul=gmail....@literacyworkshop.org > Date: Sat, 17 Jul 2010 07:59:48 > To: Mosaic: A Reading Comprehension Strategies Email > GroupReply-To: "Mosaic: A Reading > Comprehension Strategies Email Group" > > Subject: Re: [MOSAIC] a professor's reply > > I think that pre-service teachers need to spend an entire year > in a class room start to finish to get an idea of what it's all > about. Spending 8 weeks in this or that classroom, designing > lessons for a subject or two never prepare you for the actual > reality that hits you when you get your first classroom. If > they had that year to see the classroom advance and take notes I > think it would be very helpful. Carol M > > --- On Tue, 7/13/10, Beverlee Paul wrote: > > > From: Beverlee Paul > Subject: Re: [MOSAIC] a professor's reply > To: "Mosaic: A Reading Comprehension Strategies Email Group" > Date: Tuesday, July 13, 2010, 10:58 PM > > > Yes > > > > > > > > > > > > > > > So then to add to what you are saying Bev, it is the > teachers' college who > > should be responsible for adding more hours of in school/class > observation> and/or student teaching. When I graduated college > back in the day my first > > classroom experience was student teaching which came at the > end. 3 months > > was just not enough in my opinion. The teachers we get in now > are in shock > > for about one month of the three they are with us. They have > not been > > prepared for what they will encounter when they walk into a > classroom,> especially in a Title One school setting. I truly > believe colleges need to > > send their candidates out from the very beginning. > > > > Laura > > > > > > > > Yes, Laura. As with anything, learners need a gradual release to > > responsibility. Any college student who is interested in > elementary or > > early childhood ed should get into a school to watch modeling > > ASAP--preferably their second semester. I do know not all > kids know career > > interests that soon, though. Then, throughout the rest of > their college > > career, they should have experience in a variety of classrooms with > > increasingly more active and responsible roles. I also have a > real problem > > with colleges that require only a semester of student > teaching, then gives > > them two assignments. Of course, I know that more experiences > makes them > > more employable, but eight weeks just doesn't cut it for this > profession,> IMHO. A semester makes them a true apprentice and > they can better be > > inducted into the profession. The small college my daughter > attended even > > had classes the kids could take as juniors and seniors in high > school. They > > worked with the high schools so that the H.S. students could > work in > > elementary schools for an hour a day and receive duel credit. > In her case, > > it was also free, and you could start your college career with > a bit of a > > head start. I also think that would weed out some folks that have > > Disneyland ideas about teaching!! > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > Mary W. Edwards, PhD Professor School of Education 650 College Avenue Dalton, GA 30720 Phone: 706.272.2590 Fax: 706.272.2495 _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
