• Professional Development School Partnerships and Master of Arts Program Model

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  • About Our Program

    A major premise of Trinity University’s teacher preparation program is that good teachers are students -- of children and childhood, learners and learning, curriculum and pedagogy. In other words, teaching is “the learning profession” where continual inquiry is central to a teacher’s personal and professional growth over a lifetime of practice.

    To help teacher candidates develop a stance of teacher as inquirer as well as the analytic skills needed to raise questions and investigate problems that arise in their own teaching and students’ learning, inquiry is folded into every stage of Trinity’s teacher certification program.

    Trinity’s teacher education program uses a unique 5-year model. After graduating with their bachelor’s degree, candidates’ professional learning and field-based experiences begin in earnest. Interns are placed in cohorts of 7-12 and work closely with a single tenured faculty member who teaches many of their graduate courses and provides clinical supervision during their internship.

  • Key Program Features

    Two central features of Trinity University’s teacher preparation program have enabled the faculty within the Department of Education to design and provide outstanding field-based instructional practices to teacher candidates in its three programs: Early Childhood – Grade 6; Grades 4-8; and Grades 8-12:

    First, Trinity has developed long-term Professional Development School (PDS) partnerships with a small number of carefully selected public schools serving students with varied cultural, ethnic, socio-economic, and academic backgrounds.

    Second, Trinity has moved away from a traditional four-year program that culminates in a semester of student teaching to a five-year program leading to a Master of Arts in Teaching (M.A.T.) degree. An eight-month internship completed during the fifth year in a Professional Development School is the centerpiece of the M.A.T. program.



Field-Based Learning

Field-based learning opportunities allow teacher candidates to integrate academic and practitioner knowledge.  Field-based programs allow teacher candidates to:

  1. Apply theory to practice
  2. Reflect, analyze and improve
  3. Build experience in context

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Exemplary Defined

Exemplary field-based instructional practices are those that provide a wide range of opportunities for teacher candidates to work with students in schools.

Exemplary programs are those that focus especially-well on providing teacher candidates the opportunity and method to apply and refine their coursework learning.

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Key Program Elements

Exemplary field-based teacher education programs often share a core set of key components.  These key program components typically include:

  • Support and Monitoring
  • Hands-On Learning
  • Practice Improvement
  • Community Contextualization

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