Don DeRosa, Science Methods Professor, SED

Carol Jenkins, Language Arts Methods Professor, SED

Julia Badiali, 4th Grade Teacher, Trotter School

Brenda Richardson, Science Specialist, Trotter School

Kelly Majmudar, BU/Trotter School Partnership Coordinator

Immersive Methods Courses for

Pre-Service Teachers

The ProblemTraditional methods courses for pre-service

teachers take place on the university campus in isolation of what occurs in elementary school classrooms. Pre-service teachers imagine or role play what

the pedagogy will look like with real students.“One-third of America’s new teachers leave

teaching sometime during their first three years and almost half depart after the first five years,” especially those in low-income urban schools (Fulton, Burns, & Goldenberg, 2005).

Professional Learning CommunityCollaboration between institute of higher

education (IHE) and urban public school

Em

erging Methods

Program

Trotter Elementary School

Race/Ethnicity

% of School

African American

67.4

Hispanic 27.1

White 2.5

Multi-Racial/Non-Hispanic

2.8

Title % of School

First Language not English

11.3

Limited English Proficient

8.3

Low-income 82.7

Special Education 9.5

Free Lunch 81.2

Reduced Lunch 1.5Gender Enrollment

Male 187

Female 212

Total 399

Stakeholders

Framework of the Methods ClassLanguage Arts Methods and Science

Methods Meets one day/week at Trotter SchoolBU Faculty and Trotter Faculty serve as co-

instructorsSCIENCE

•2 hours in science methods class•1 hour of immersion experience with observation, coaching, and teaching in elementary science classroom

LANGUAGE ARTS

•2 hours of Language Arts methods class•30 minutes of observation of elementary writer’s workshop class•30 minutes of teaching experience as a writing tutor

The Team

Kelly

Mutual BenefitsPre-Service Teachers–

merging of practical experience with theory, mentorship of in-service teachers

Trotter Students-- more individualized attention, enthusiastic undergrads, university resources

BU and Trotter Faculty-- professional dialogue about theory and practice

ChallengesMerging the university

and public school schedulesFinding time for

collaboration and planningLogistics of transportationTime and materials

divided between physical locations

Model for co-teachingIHE faculty--

acknowledgement for retention, tenure, and promotion

Early Indicators

Self-efficacyInterviews with

stakeholdersInterviews with

practicum students

Evaluation PlansCompare pre- and post- surveys of pre-service

teacher’s science teaching self-efficacyCompare pre and post surveys of pre-service

teachers’ interest in urban teaching placementsTrack pre-service teachers for up to five years

using the following strategies:Observation of teaching practiceCollection of lesson plansAnnual testing of self-efficacy, views of the nature of

science, and beliefs about teaching science compared to other subjects

Annual interviewsSurvey number of teachers who choose urban

teaching placements

Implications for Other ProgramsCourses for other majors may also benefit

from merging theory and practice in a similar model.

Consider:partnering with businessespartnering with service sitesoffering courses that are co-taught by

professionals in the fieldoffering courses held in authentic settings

Build partnerships from the ground-up Ensure benefits for all stakeholders