April 5, 2019
For many years here, I have hoped to establish a lasting relationship with the University of Maryland’s Department of Education. As their mission is to provide training for educators who plan to enter the public schools, the university initially showed minimal interest. Through ongoing conversations with prospective teachers and some university personnel, it became clear that our progressive approach to teaching the humanities, math, and science dovetailed nicely with the university’s philosophy of teacher preparation. This winter, we were approached by the senior staff of Terrapin Teachers to initiate a partnership.
The program is designed for prospective teachers who are particularly interested in STEM subjects. Cohorts of three aspiring educators and their supervisors visited our 3/4 classrooms for an observation and an initial meet-and-greet. Shortly thereafter, they arrived to teach their math lesson during a scheduled multi-sensory math period. Maleeha recognized that her students enjoyed having these educators present to them, and especially appreciated the enthusiasm that the young teachers brought. Teachers and supervisors provided feedback, and the cohort contemplated presenting their science lesson the following week. A similar relationship is developing with our 5/6 math and science teachers, so that we can also participate in the training of middle-school educators.
Helping to train the next generation of educators has lasting benefits, forging a connection with rising graduates who might fill future positions and deepening the next generation of teachers’ understanding of progressive pedagogy.
In Peace,
Larry
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