Program Description
There are two components of TEP: the MidCareer Math and Science (MCMS)
program and the Teaching and Curriculum (TAC) program. MCMS prepares math
and science professionals (exclusively) who want to become secondary math
and science teachers. TAC prepares all other candidates, i.e. recent and
not-so-recent college graduates, liberal arts concentrators, mid-career
humanities candidates.
Goals and Standards
Goals
- Prepare teachers for the specific challenges of
urban education including providing high quality instruction for all
students, addressing the causes of unequal access in our educational
system, and creating classrooms and schools where previously unsuccessful
students can succeed.
- Enable teachers who graduate from this program to facilitate students'
understandings and capacity to construct knowledge and to assume new
leadership roles within schools. Further, these teachers will have skills
to participate in organizational diagnosis and change leadership activities.
- Demonstrate that teaching can be a life-long career with multiple
stages and aspects of growth typical of adult development. The program
will reflect this goal by designing an approach that starts novice teachers
on a path toward National Board Certification.
Standards
The standards for the teacher education program are designed to prepare
teachers for urban schools who:
- utilize an in-depth understanding of their subject matter to construct
meaningful learning activities for all students.
- advocate skillfully for the achievement of all students by helping
students at various developmental stages make meaning and apply their
understanding to solve problems through the use of words, numbers and
symbols, and technology.
- understand how different students learn and develop and use this understanding
to construct appropriate, positive learning environments, cognitively
based instructional experiences, curriculum, and informed assessments
to achieve equity and democracy in their classrooms, schools and society.
act
as leaders and agents for organizational change in their classrooms,
schools, and society. These teachers will understand the role of organizational
dynamics and power relationships in their work.
- inquire about their own teaching and engage in ongoing professional
growth by developing the capacity to learn about their own practice
and use this understanding to improve learning, teaching, and school
organization. Teachers will compile portfolios of their work and will
demonstrate these performance standards in order to graduate from the
program.
- continually examine their own identities, biases, and social locations,
seeking knowledge of students' cultures and communities, and pursuing
a complex understanding of societal inequities as mediated through classism,
heterosexism, racism, and other systems of advantage.
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