TeacherCorps
Community Engagement Center and Department of Teacher Education
IARSLCEBaltimore, MD
September 23-25, 2012
State of Education in NMThe Annie E. Casey Foundation compiled data to gauge “child well-being” in the United States in its report entitled The Kids Count Data Book 2012: State Trends in Child Well-Being. The domains included are Economic Well-Being, Education, Health, and Family and Community.
New Mexico ranked 49th in the nation in overall child well-being and as follows in the domains: 48th in Economic Well-Being, 49th in Education, 49th in Health, and 49th in Family and Community.
Idea of TeacherCorps TeacherCorps was established through the Higher Education Act of 1965 to
improve teaching in predominantly low-income areas.
Interns under the supervision of master teachers are provided workshops by local colleges, public schools, and community organizations. The workshops give them a better understanding and context of low socioeconomic communities of color, enabling them to more effectively teach in inner city elementary schools.
The interns and their team leaders participated in and developed community engagement/service learning activities in various neighborhoods.
The University of New Mexico’s Department of Teacher Education and Community Engagement Center has revitalized this TeacherCorps idea in connection to AmeriCorps with foci on critical pedagogy and service learning.
Connecting AmeriCorpsAmeriCorps is “a program of the Corporation for National and Community Service, an independent federal agency whose mission is to improve lives, strengthen communities, and foster civic engagement through service and volunteering.”
AmeriCorps Educational Award can be used to pay for college or pay back qualified student loans upon completion of term of service.
UNM TeacherCorps are enrolled in 900 hours of service. They will receive approximately $2700 after successful completion of term.
Eligibility: US Citizen or permanent resident
17 years and older No felonies
Community-Based Organizations
K-12 Schools Before- and After-school Programs/Family Engagement Centers
TeacherCorps Members
TEACHERCORPS
Academics
Leadership Development
Community Engagemen
t
Community Engagement Center
Department of Teacher Education
These themes are interwoven throughout the teacher candidates’ field experiences, reflection sessions, and professional development workshops:
Innovative Teacher Preparation with a Focus on Community-Based Service-Learning and Civic Engagement
Viewing of Community Issues through an Assets-Based, Antiracism, Social Justice Lens
Partnerships with Families, Community Leaders, and Community-Based Organizations
Creation of Classroom Communities of Caring Learners and Thinkers through Interdisciplinary Teaching Methods
Themes of TeacherCorps
The Basics of TeacherCorps
Understand root causes and social barriers
Create culture of service-learning in schools
Provide coursework & field experiences to complete teaching licensure requirements
Place teacher candidates in community-based programs
Combine theoretical and
experiential community learning:
community-based curricula, policy
research methods, and pedagogical strategies
Provide AmeriCorps educational awards & work study stipends
Pedagogical Approach KNOWLEDGE
• Value community & parent knowledge• Incorporate an interdisciplinary approach• Integrate critical pedagogy from an ethnic
studies perspective• Participate in service learning workshops • Learn from community leaders• Critique educational system
ACTION• Engage in civic issues• Teach service-learning strategies with
connections to content and community identified needs
• Participate civic engagement activities • Student teach in schools• Engage with parents and communities
REFLECTION• Unpack students’ own identities• Reflect on self and identity• Facilitate reflection seminars• Conduct service learning projects• Reflect on practice
PRAXIS
Based on Paulo Freire’s Model of Praxis
Knowledge
ActionReflection
TeacherCorps Cohort 2012-2013 K-12 Teacher Education Candidates (Elementary and Secondary) 17 teacher candidates (10 teacher candidates in 2011- 2012) Field Experience Placements in public and charter elementary, middle, and high schools
TeacherCorps Experience• Commit to a 2 to 3-semester experience (depending on teacher
education program)• Work with other TeacherCorps members and Cooperating Teachers to
create and implement service-learning opportunities in classrooms and schools
• Student Teach an additional 1 day per week• Serve in community-based programs• Participate in critical dialogue reflection seminar (EDUC 493)• Learn and share in community-based service learning trainings with
Cooperating Teachers• Connect methods coursework to TeacherCorps community-based
experiences
Reflection Seminar Topics
• Asset Mapping• African American Education• Bilingual Education• Civic Engagement• Community Gardens• Critical Race Theory• Food Insecurity• Environmental Justice• Indigenous Education• Inquiry-based Curriculum• Immigration • LGBTQ • Local & National Policies
• Parental and Family Engagement• Restorative Justice• Service-Learning Workshops with
Cooperating Teachers
Service Learning Projects 2011- 2012
Grade Level Project TopicKindergarten Growing Chilies in our
Community GardenKindergarten Creating a Mosaic Tile School
MuralSecond Helping the Storehouse Fight
PovertyFourth Mapping the Assets of Our
CommunityFifth Keeping Our Community CleanEighth Feeling the Homeless in our
NeighborhoodNinth and Tenth Writing Spanish Language
Family Cookbooks
Data Collection Pre- and post-teacher, preservice teacher, student, and community
surveys Focus groups and interviews with students, teachers, community
members, and faculty Document number of service-learning projects implemented, and students
and community partners involved Document lesson plans and curriculum through student portfolios
Personal Definition of Community-Based Service Learning
Pre-Experience Survey
Help Com
munity
Proble
m Solve
Communi
ty Inv
olvem
ent
Learni
ng Mea
ningfu
l
Increa
sed Se
lf-Efficac
y
Critica
lly Th
ink0
1
2
3
4
5
6
Num
ber
of R
espo
nses
Pre-Experience SurveyAchievement Gap Between Children of Different Racial and Ethnic
Group
Socioeconomic Status School Funding Time at Work Biased Standards Lack of Resources0
0.5
1
1.5
2
2.5
Num
ber
of R
espo
nses
Willing to Participate Work Language Difficulties Placement of Responsibility0
0.5
1
1.5
2
2.5
3
3.5
Num
ber
of R
espo
nses
Pre-Survey ExperienceChallenges to Children’s Learning in Classrooms to
Parents
Pre-Experience SurveyAssets Seen in the Community
Help People Community Demographics Sense of Pride Facilities Parents0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Num
ber
of R
espo
nses
Mid-Year Survey
0
1
2
3
4
5
6
7
8
9
Three Strengths of the TeacherCorps Program
Num
ber
of R
espo
nses
Mid-Year Survey
Improved Teaching Beyond Classroom People Awareness Connections0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
TeacherCorps' Impact on Preparation for the Teaching Profession
Num
ber
of R
espo
nses
TeacherCorps Testimonials It has been a growing experience for me and I have learned so much
about the community that I am teaching in which has helped me be a better teacher. I am nothing but grateful to this program for showing me that there is more then one way to become a better teacher.
- P. Albo
My involvement with TeacherCorps has helped me understand better the needs of the community in which I teach and helped me know how to teach through service. It has prepared me to teach more effectively because I notice factors outside of the classroom and how they are affecting my students. - B. Divett
I have learned so much about the education gap and the factors that contribute to it. It has better equipped to handle social issues that will arise in my first year of teaching.
- M. Garcia
The discussions and goals we have with Teachercorps are the reasons I am in education. I'm grateful for the encouragement, inspiration, and support that I get.
- A. Vaughan
Contact Information:Marjori Krebs
Asst. Professor Teacher EducationPresidential [email protected]
Kiran KatiraDirector
Community Engagement [email protected]