Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS: Teacher Education for the Advancement of a Multicultural Society

Autor/inn/en	Nunez, Marci; Fernandez, Mary Rose
Titel	Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS: Teacher Education for the Advancement of a Multicultural Society
Quelle	In: Multicultural Education, 14 (2006) 2, S.50-56 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Beginning Teachers; Teaching Experience; Teacher Recruitment; Urban Schools; Fellowships; Poverty; Urban Teaching; Labor Turnover; Teacher Persistence; Multicultural Education; Diversity (Faculty); Paraprofessional School Personnel; School Counselors; Public Schools; Academic Achievement; Teamwork; Models; Teacher Collaboration; Cultural Pluralism; Partnerships in Education; Service Learning; Outreach Programs; High School Students + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerrekrutierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fellowship; Stipendium; Armut; Urban education; Stadtteilbezogenes Lernen; Multikulturelle Erziehung; School counselor; Beratungslehrer; Pädagogischer Berater; Public school; Öffentliche Schule; Schulleistung; Analogiemodell; Lehrerkooperation; Kulturpluralismus; Hochschulpartnerschaft; Service-Learning; Jobcoaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The recruitment of qualified teachers is an immense and demanding job, particularly for high-poverty urban schools. Urban schools often turn to the common practice of recruiting teachers who are under qualified, most of them with no teaching experience and limited training. Because of their lack of preparation, coupled with the difficult working conditions they face and the inadequate support within their schools, these beginning teachers are likely to leave the profession soon after they enter. The attrition data is challenging: 33% of beginning teachers leave within the first three years of teaching, and almost 50% leave within five years. The TEAMS (Teacher Education for the Advancement of a Multicultural Society) Teaching Fellowship Program is a collaborative model of positive recruitment that prepares diverse teachers, paraprofessionals, and counselors for service in urban, public school with the goal of increasing the academic success of all students. The TEAMS Program has implemented a unique model that provides a winning situation for all who are involved by using creative partnering to recruit, prepare, and support a confident, critical, and diverse teaching force prepared to tackle the challenges of inner-city teaching for the long haul. The program model rests on the assumption that by providing financial support to acquire a teaching credential, focusing training activities on diversity, multiculturalism, and effective teaching strategies for urban schools, developing a network of like-minded educators, and intentionally targeting communities of color for recruitment, a diverse group of capable teachers committed to a career in public school teaching will emerge. (Contains 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10