What are best practices in preparing teachers to work in high poverty urban public schools? (2016)

Undergraduate: Holly Stephens

Faculty Advisor: Patrick Akos
Department: Political Science

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Preparing high-quality teachers to work in low-resourced, urban schools is challenging and consequential for students. These schools usually are staffed with novice teachers, teachers without the appropriate certifications and perhaps teachers underprepared for the needs of a diverse student body. This project reviews the best methods for preparing teachers for low-resourced urban schools. Previous research and current teacher perceptions suggest that accelerated certification teaching programs can prove successful in the recruitment, preparation, and retention of high quality urban school teachers; however, certain structural and guiding practices must be present. Examples include a supportive learning environment with ongoing advisement, mentoring, and feedback, an emphasis on addressing the diverse needs of an urban student population, and ongoing field experiences with experienced teachers in urban public school classrooms. Implications for the best practices for teacher preparation and staffing are provided.