Jo Lampert and Bruce Burnett have recently edited an amazing text,Teacher Education for High Poverty Schools. The text is available from Springer.
This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.
Our (Clare) research team contributed a chapter to the text which focused on six literacy teacher educators who purposefully prepare student teachers to work in high poverty schools. Here is the chapter: TchingforHighPovertySchools
I (Clare) invited Jo Lampert from Queensland University of Technology to talk to our research group about the National Exceptional Teachers for Disadvantaged Schools Program which she and Bruce Burnett direct. This is an amazing program which aims to prepare student teachers to work in high needs schools.
The Faculty of Education developed the National Exceptional Teachers for Disadvantaged Schools (NETDS) program in 2009 to address the significant social issue of educational disadvantage through a teacher education program that explicitly focused on the preparation of high-quality teacher graduates. NETDS ensures that the best suited pre-service teachers are equipped to teach and encouraged to select employment in low socio-economic status school settings.
Each year we identify our highest-quality pre-service teachers who participate in a specialised curriculum that better prepares them to teach within low socio-economic status schools. We’ve partnered with the Queensland Department of Education, Training and Employment and key low socio-economic status schools to help channel these exceptional pre-service teachers into sites where they can have the greatest impact.
- Approximately 90% of NETDS graduates have secured employment with schools below the Australian mean Index of Community Socio-Educational Advantage level of 1,000.
- Many graduates secure full-time employment in low socio-economic status schools before they graduate.
- School partners have grown from 3 in 2009 to approximately 50 in 2014.
- We’ve developed distinctive workshops focusing on ‘real world’ issues related to disadvantage.
For more information go to their website: https://www.qut.edu.au/education/about/projects/national-exceptional-teachers-for-disadvantaged-schools