SP1: Teaching and Learning for Change in Urban Schools, 2012-2013
Cohort Description
SP1 will examine how issues of race, ethnicity, class, gender, sexual orientation, ability, religion, language, and culture matter in terms of student achievement and engagement within urban schools and school communities. Moreover, this cohort will prepare teacher candidates to identify and challenge systemic barriers to access, opportunities, and outcomes in order to promote equity and inclusion in urban secondary schools.
An important component of the SP1 urban education-focused cohort is that it is school-based for the three foundation courses – meaning that the Teacher Education Seminar (TES), School and Society, and Psychological Foundations courses are held in classrooms located in SP1 site schools. (NOTE: the Curriculum & Instruction courses and Related Studies courses are held at OISE/UT). As a school-based cohort, SP1 seeks to ground policy and theory within the dynamics of schools and their communities.
The schools connected to SP1 are located in very different communities and highlight the ways that racial and socioeconomic inequality shape and are shaped by schools. The two SP1 site schools are: Bloor Collegiate (Dufferin & Bloor) and Winston Churchill Collegiate (Kennedy & Lawrence).
Program/Curriculum
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Instructors across SP1 work together to explore critical issues that impact on urban students' achievement and engagement at school.
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SP1 works closely with TDSB and TCDSB schools and community organizations to ground learning within a specific community context.
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Candidates visit and become familiar with a variety of schools, each delivering programs in different ways to a diverse urban population.
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The TES couse is taught over a full day to allow for classroom observations, participation in school staff meetings and professional learning communities, and involvement in extra-curricular school and/or community activities.
Practicum
During practicum, SP1 partner schools provide a supportive learning environment for teacher candidates. Practicum placements allow teacher candidates to experience two different settings in this cohort partnership.
Additional Field Experience Expectations
Each teacher candidate in SP1 will have the opportunity to actively participate in and contribute to the school communities in which the programs are located through a Praxis Project. The Praxis Project allows teacher candidates opportunities to make important theory-practice linkages. Projects will include regular and ongoing involvement in school classrooms, programs, special events, whole staff workshops, and community partnership initiatives. These opportunities call upon an additional time commitment of up to 4 hours per week during non-practicum periods.
An important component of the SP1 urban education-focused cohort is that it is school-based for the three foundation courses – meaning that the Teacher Education Seminar (TES), School and Society, and Psychological Foundations courses are held in classrooms located in SP1 site schools. (NOTE: the Curriculum & Instruction courses and Related Studies courses are held at OISE/UT). As a school-based cohort, SP1 seeks to ground policy and theory within the dynamics of schools and their communities.
The schools connected to SP1 are located in very different communities and highlight the ways that racial and socioeconomic inequality shape and are shaped by schools. The two SP1 site schools are: Bloor Collegiate (Dufferin & Bloor) and Winston Churchill Collegiate (Kennedy & Lawrence).
Program/Curriculum
-
Instructors across SP1 work together to explore critical issues that impact on urban students' achievement and engagement at school.
-
SP1 works closely with TDSB and TCDSB schools and community organizations to ground learning within a specific community context.
-
Candidates visit and become familiar with a variety of schools, each delivering programs in different ways to a diverse urban population.
-
The TES couse is taught over a full day to allow for classroom observations, participation in school staff meetings and professional learning communities, and involvement in extra-curricular school and/or community activities.
During practicum, SP1 partner schools provide a supportive learning environment for teacher candidates. Practicum placements allow teacher candidates to experience two different settings in this cohort partnership.
Each teacher candidate in SP1 will have the opportunity to actively participate in and contribute to the school communities in which the programs are located through a Praxis Project. The Praxis Project allows teacher candidates opportunities to make important theory-practice linkages. Projects will include regular and ongoing involvement in school classrooms, programs, special events, whole staff workshops, and community partnership initiatives. These opportunities call upon an additional time commitment of up to 4 hours per week during non-practicum periods.