The results will be shared with those students and analyzed with their fellow teachers and coaches in March during a follow-up workshop, where they will identify and adopt strategies to improve instruction.
All of the students were enthusiastic supporters, both of her instruction and the PBL curriculum.
It helps students band together to work on real-world problems. This idea was created in response to the challenge by others to make science relevant, fun and accessible to all students..
The list always indicates if there is anything we don’t understand and offers positive feedback about what we can do.
Many are also a strong supporters of everything that has been done. When you walk into our classrooms, you will see students engaged in projects that require them to take ownership of their learning and use the 21st century skills of communication, collaboration, creativity and critical thinking.
Incorporating this into their curriculum is just one of the ways it has adapted to ensure their students become effective educators. In 2011, they introduced the designed system to recruit, prepare, and support new teachers in high-need schools.
The candidates attend 90 hours of workshops in the summer before they begin teaching, and they observe and tutor for an additional 16 hours in the summer program. They also receive 40 hours of one-on-one instructional coaching during their first year, and participate in four additional workshops.
The have been very happy with the program. “From classroom management to understanding the DPAS evaluation system, DT3P has been very thorough in preparing me to step into a classroom. As a result, I was not full of trepidation meeting students on the first day of school; instead, it was a very exciting day.”
Although the teachers enjoyed sharing their knowledge at this most recent workshop, the highlight was definitely the students’ presentation. The group was simply awed by the quality of their project and inspired by their comments on what makes a good teacher.
About The Program
It is offered through the College of Education and Human Development, provides an alternative to the traditional route to teacher certification.
Qualified individuals complete certification requirements while employed as full-time teachers, through a state-approved program of professional education course work, accompanied by intensive, school-based supervision and mentoring. Candidates must have a bachelor’s degree from a regionally accredited college and at least 30 credits in a “critical needs” subject area or closely related field.