JoAnne Ferrara is the Associate Dean for
Undergraduate Advising at Manhattanville College and the co-author of Whole
Child, Whole School: Applying Theory to Practice in a Community School
Increasingly teacher education programs have come under
public scrutiny for not responding to the needs of beginning teachers or
adequately preparing them for the challenges that they will face upon entering
their first classroom. These challenges are especially intensified for those
new teachers who are employed in high- needs districts serving children
experiencing multiple academic difficulties or living in poverty. Included in
the criticism is the belief that new teachers lack the knowledge, skills and
attitudes to work effectively with a diverse group of students. Also cited in the criticism leveled at
education schools is a shortage of appropriate clinical practice sites in
exemplary schools serving poor children. Without settings for preservice
teachers to observe strategies proven effective for high-needs students, they are
often unaware of the many factors impeding student success and, as a result have
little knowledge of school-wide
strategies that work.
Teachers’ impact on student learning has been well
documented in the research on teacher effectiveness and teacher preparation (Hammerness,
Darling-Hammond, Bransford, Berliner, et
al, 2005). Research has shown that
competent, well-prepared teachers are the key to student success, especially
for those students who are poor and considered under-served (Hammerness, Darling-Hammond, Bransford, Berliner, et al 2005, Delprit, 2006). In high poverty schools where retention and
teacher competence are often compromised teacher quality is critical. Novice teachers’ success in challenging
settings frequently depend upon many factors including school-wide supports
available to them, strong mentoring relationships, the quality of their
preparation program, and the richness of
clinical fieldwork. Taken as a whole these factors contribute to
the success or failure of new teachers during the first 3-5 years of
employment. Given the abundant research on teacher quality and its impact on
student learning it makes sense to prepare teachers in schools which address student
needs in an integrative, comprehensive way, and in turn provide teachers with a
vision of schooling founded on sound educational practices.
Community schools are perfect settings for helping beginning
teachers understand the complex interconnections between life at home, life at
school, and within the community. In community schools, preservice teachers
come to realize that student learning is a result what happens inside and
outside of the classroom. Equally as important as understanding issues related
to poverty, teachers must be able to apply effective approaches to every day
classroom interactions (Ferrara & Santiago, 2011).
During the preservice years when teachers are developing their
pedagogical knowledge and creating their professional identities, first-hand
experience in schools with exemplary practices is paramount. If we expect
teachers to enter the profession with a repertoire of skills and the knowledge
to work effectively with high needs students we must create schools with
organizational structures which allow them to do what they do best-teach. If we truly believe teachers are the key to
student success then we must guarantee early exposure to a theoretical
framework based on educating the whole child with practical applications within
the context of a community school.
Teachers fortunate enough to be trained in the supportive setting
of a community school have a profound understanding of the relationship between
poverty and learning as well as a deep commitment to the value of working with
partners to address student needs. Teacher
preparation in community schools highlights the need to give those entering the
profession not only a set of pedagogical skills, but a network of comprehensive
services for students. Simply stated, community schools allow educators to
focus their efforts on the craft of teaching because children are ready to
learn.
References
Delpit, L., (2006). Other people’s children: Cultural
conflict in the classroom. New York : The New Press.
Ferrara, J. & Santiago, E. (2011). Helping
preservice teachers support the needs of the “whole child” in a PDS. In I.
Guadarrama, J. Ramsey, & J. Nath (Eds.), Investigating university-school
partnerships, Professional Development Schools Research, Volume 4. (pp. 373-378). Charlotte, NC :
Information Age.
Hammerness, K., Darling-Hammond, L., Bransford, J.,
Berliner, D., et al (2005). How teachers learn and develop. In L. Darling-Hammond and J. Bransford
(Eds.), Preparing Teachers For a Changing World (pp.358-389). San Francisco,
CA: Jossey Bass.
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ReplyDeleteCommunity Schools nurturing future educators create a vibrant, hands-on learning haven. They foster passion and skills, shaping compassionate teachers, primed to inspire the next generation's brilliance.
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