By Monica Taylor;Emily J. Klein
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Additional info for A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education
The group also decided to focus on a pressing issue: attracting the most promising MSU students to urban education and getting them hired by the school district annually. Frankly, despite district satisfaction with the partnership, it was nearly impossible to get MSU graduates hired—a problem endemic to urban school districts nationally (Ingersoll, 2003; Levin & Quinn, 2003). 38 PARTNERSHIP Little did anyone realize that this unifying goal would sharpen the focus of the partnership overall and it would lay the necessary groundwork for the establishment of the Newark Montclair Urban Teacher Residency.
And many MSU students now spent more than the required 10 hours of community service. Though pleased with our progress, we recognize that more must be done to ensure that MSU candidates have a reciprocal experience and realize they have as much to gain from their involvement in urban schools as the students they aim to help. Otherwise, we may inadvertently reinforce a “missionary” mentality (Onore, 2006). University faculty also examined their views about urban students and schools, as a result of engaging in PIE-Q activities.
You could be part of it. I think people walked away saying, “Wow! ” Opening the doors of PIE-Q schools to visitors led to a new and normalized practice between the school and the university. PIE-Q’s second year coincided with the launch of a new sequence of teacher education courses at MSU, including 36 PARTNERSHIP one course designed to introduce prospective teacher education candidates to the purposes of schools. The curriculum and teaching department decided to embed a field experience within the course that would expose teacher education candidates to urban schools in an authentic way.
A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education by Monica Taylor;Emily J. Klein