A GWU/MCPS Cooperative Initiative in Preservice
Teacher Education

The project described herein brings together three different needs/issues in education. First, there is the frequently cited need for better trained teachers. The second problem is school districts constant requirement for qualified teacher candidates from traditionally underepresented populations with significant representation in the student population of Montgomery County Public Schools (MCPS). This proposal focuses on but is not limited to the recruitment and training of traditionally underepresented Teacher Education candidates (African American, Asian American and Hispanic American) but will not be limited to these populations. The third issue is the often spoken about, never implemented "best practice" of competent public school professionals working as partners with equally competent university based teacher education professionals to produce an exemplary beginning teacher. The proposed cooperative initiative between George Washington University and the Montgomery County Maryland Public Schools has designed a program to meet the needs stated above. "Teachers 2000" is specifically designed to bring traditionally underepresented liberal arts and sciences graduates into teaching careers through a hands on 24 to 30 month field based experience which directly involves placement in high school clusters in the county that are representative of the diversity that exists.. The model focuses on a philosophy which takes academically talented, traditionally underepresented, graduates and invites them into the county with their earned B.A./B.S. degree to serve the students in this community. Some of the "teacher fellows" will hopefully be graduates of MCPS. The participants in the initiative would be hired by MCPS as substitute teachers (secondary) or as instructional assistants (elementary)(2) and as reduced salary "teacher fellows" (Year II), and will be mentored by MCPS ?master? teachers whose release time salary is covered by the difference between a full salary and the reduced salary paid to the "teacher fellow." As candidates for the teaching profession, the research suggests that a fully immersed "teacher fellow" is perceived as having the best training and the best experience, and is given higher performance ratings by field based practitioners when compared to substitute teachers, apprentice teachers or traditional student teachers. (1)

There are two common methods in teacher-training programs for providing field experience, which is both a culmination of the professional training track and a prelude to the first classroom paid experience: (1) The "University Model" and (2) the "Apprenticeship Model".

The University Model has become the traditional method for providing a culminating experience in a preservice teacher education program. Traditionally labeled "student teaching" it is the culminating activity after a student has successfully proceeded through a series of courses and field based experiences often referred to as observation and practicum. It is a learning-by-doing approach to acquiring the craft in that the student teacher is usually placed in the classroom of an experienced teacher and is visited by a supervisor from a local university. The model was primarily designed for an undergraduate student who majored in education and had a subject area content specialty (secondary) or a broad based liberal arts focus (elementary) and is still the predominant preservice teacher education model.
The Apprenticeship Model - - though much older than the "University Model" was practiced under earlier pedagogical plans and fell into disfavor but has, in times of teacher shortage, and in high need areas, experienced a rebirth over the last ten years. It also is a learning by doing approach, but the trainer has typically been the school system, or an independent entity, rather than the university. The prospective teachers are required to have a bachelor's degree but typically have not taken education courses and, therefore, no student teaching. In a typical scenario, the prospect would be assigned to a master teacher in the district who is responsible for supervising, evaluating, and introducing the candidate to the ways of the classroom.

There is a third method which is patterned after the medical internship method and which is the basis for the university/public school partnership in teacher training which is outlined here.

This third method combines the sequence and rigor of solid university based training and the careful selection of master teachers whose full time responsibility it is to mentor the teaching fellow. Supported by clinical faculty from the university the mentor teacher is partnered in the training initiative and the fellow receives continual theory to practice linkages from a "partnered perspective".

The Graduate School of Education and Human Development has significant experience in the development of these partnered endeavors. The Fairfax Transition to Teaching Program has a ten year history of bringing liberal arts and sciences graduates into teaching and has received national recognition for its achievements. The Graduate School currently has two professional development school models and a third, an urban initiative supported by the World Bank and other foundation support which began in September of 1997.


(1) Distinguished Program in Teacher Education Summary Document (FTTP) Fall 1996
(2) The Elementary Model is still under negotiation with a tentative start date of June 1, 1997

jshotel@gwu.edu