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An Intensive Elementary School Student-Teaching Program in a Disadvantaged Neighborhood.

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Bibliographic Details
Title: An Intensive Elementary School Student-Teaching Program in a Disadvantaged Neighborhood.
Authors: Kalick, Perry M.
Source: Campus School Exchange. Spring 1968:7-10.
Peer Reviewed: N
Page Count: 4
Publication Date: 1968
Sponsoring Agency: City Univ. of New York, NY. Hunter Coll.
Descriptors: Affiliated Schools, College School Cooperation, Cooperative Programs, Disadvantaged Schools, Practicum Supervision, Program Descriptions, Staff Role, Student Teacher Supervisors, Student Teachers, Student Teaching, Urban Teaching
Geographic Terms: New York, New York (New York)
Abstract: In an attempt to give college seniors sufficient experience to prepare them for the difficulties of their initial teaching assignments in disadvantaged neighborhoods, the Triplet Project was created by Hunter College of the City University of N.Y. A college supervisor and 12 student teachers are assigned to each of two "triplets" (groups of three participating elementary schools within a block or two from each other--one in East Harlem and one in the East Bronx). Since the supervisor functions as a resident in the schools, he is able to observe each of his students (four in each school) 15 times a semester and to have conferences with him immediately after a lesson. He becomes well known in the schools, "a part of the woodwork," so that his presence in the classroom does not create an unrealistic situation. He tailors appropriate experiences for student teachers and sometimes does demonstration teaching. Each student teacher has two 9-week placements, one in the first to third grades and one in the fourth to sixth. He teaches at least one lesson a day for three weeks, two consecutive lessons for two weeks, and later teaches for an entire morning on several occasions. The Triplet Project has now come full circle in that some of the outstanding initial student teachers are now cooperating teachers. When school principals were asked to compare the performance of Triplet Project regular teachers in their schools with other beginning teachers who had had student teaching experience, 50 per cent were rated above average and 40 per cent excellent. (JS)
Entry Date: 1969
Accession Number: ED023640
Database: ERIC
Description
Abstract:In an attempt to give college seniors sufficient experience to prepare them for the difficulties of their initial teaching assignments in disadvantaged neighborhoods, the Triplet Project was created by Hunter College of the City University of N.Y. A college supervisor and 12 student teachers are assigned to each of two "triplets" (groups of three participating elementary schools within a block or two from each other--one in East Harlem and one in the East Bronx). Since the supervisor functions as a resident in the schools, he is able to observe each of his students (four in each school) 15 times a semester and to have conferences with him immediately after a lesson. He becomes well known in the schools, "a part of the woodwork," so that his presence in the classroom does not create an unrealistic situation. He tailors appropriate experiences for student teachers and sometimes does demonstration teaching. Each student teacher has two 9-week placements, one in the first to third grades and one in the fourth to sixth. He teaches at least one lesson a day for three weeks, two consecutive lessons for two weeks, and later teaches for an entire morning on several occasions. The Triplet Project has now come full circle in that some of the outstanding initial student teachers are now cooperating teachers. When school principals were asked to compare the performance of Triplet Project regular teachers in their schools with other beginning teachers who had had student teaching experience, 50 per cent were rated above average and 40 per cent excellent. (JS)