Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 
You Are Here: Read an Article > View All Posts for the Article > Read a Post
 
Read a Post for Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity
 
Reply to this Post
 

recognize parents as experts in the area of how and what is needed to educate children in urban schools

Posted By: Mary Johnson on November 2, 2012
 
I would like have read more about how the pre-service teachers embraced the whole family and not just the student, I am currently as paerent advocate training pre-service at Pepperdine. Our research for preaparing Pre-Service is all follow with great results in Los Angeles Unifies School District for last 6 years.The Urban Parent Teacher Education Collaborative (UPTEC) is a pioneering model for others universities. By creating a space for a university professor and a grass-roots parent organizer to team-teach a class for pre-service teachers, institutions in California like Pepperdine University are beginning to recognize parents as experts in the area of how and what is needed to educate children in urban schools. The UPTEC allows future teachers to have contact with urban parents before they come into our school communities. In cohorts, pre-service teachers are given strategies for interacting with parents in order to learn how to build a working relationship with them. PUT members and teachers, for example, practice role reversals that allow both teachers and parents to acquire a better understanding and respect for the importance of each other’s roles.
The UPTEC model of teacher education seeks to build a clinical laboratory for prospective teacher to acquire skills in working with parent communities. The desired attributes include:
• Increase and sustain teacher’s knowledge, skills and positive attitudes toward families through their participation in a community-dialogue forum with urban parents.
• Beyond classroom-based teaching methods that offer teachers direct field experiences working with families.
• Develop effective practices that prepare teachers to work with families and communities in culturally appropriate ways.
• Establish a context for teachers to learn about the sociocultural dimensions of urban communities.
• Increase working relationships between novice-residence teachers with families and students that break down perceptions of stereotypes and improve student achievement.

Mary Johnson
Parent-U-Turn
www.21stparent.com
Thread Hierarchy
 recognize parents as experts in the area of how and what is needed to educate children in urban schools by Mary Johnson on November 2, 2012
     
    Member Center
    In Print
    This Month's Issue

    Submit
    EMAIL

    Twitter

    RSS