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The Choosing to Teach Project

Mandel Center Seminar for Doctoral Students October 15, 2012

Eran Tamir

on 17 December 2014

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Transcript of The Choosing to Teach Project

Choosing to Teach Project
Dr. Eran Tamir
Presentation Outline
What do we know from
prior studies?
Teacher Quality is the single most important factor affecting student learning within schools
Potential contribution to Jewish and General Education
Recruitment –
* Understanding who makes the commitment to teach and why
* Identify the characteristics / models of teachers who are likely to stay

Preparation –
* What makes for effective urban, Catholic, or Jewish teacher
* Identify a general model of
Context Specific Teacher Education

Retention –
* Studying the factors and conditions conductive
to teacher retention
The Mandel Center for Studies in Jewish Education
Brandeis University

What is the problem/issue we and others are concerned about?
What do we know about this problem from the Literature
Potential contribution to Jewish and General Education
Research questions
Feasibility and opportunity
Types of Data
New things we hope to achieve
Implications for research and implications
for practice
What problems would we
like to address?
The recruitment, preparation, and retention of
high quality teachers offer serious challenges to
effective teaching and learning in particular
school contexts, like urban public, Catholic,
and Jewish day schools.
Main Research Question
How do teacher education programs and school contexts
interact with teachers’ backgrounds to shape their
identity, practice and career commitments?
What else do we
know about these issues from the Literature
Choosing to teach -
*Teaching is among the least lucrative academic careers
*Elite college graduates rarely choose teaching as a career

Effective preparation -
Coherent preparation
clear vision
mentored internship
are key for developing a sense of preparedness among beginning teachers

School context -
*School conditions are detrimental in shaping teacher career
commitments and retention

and opportunity
* Exploiting DeLeT as a lab for ed. research
* Reaching out to teacher prep. programs for other
school settings and creating opportunities for a
comparative research study
* Collaborating with educational researchers from
these programs
* Opportunity for interdisciplinary research
What role do background and prior experiences play in teachers’ decision to choose teaching in specific school sectors?
Do elite college graduates who choose to prepare for teaching through context specific teacher education programs stay in teaching for long term?
How do context specific teacher education programs prepare teachers for particular schools?
How do graduates of context specific teacher education use their specific set of skills and strategies in the classroom?
How do the schools that hire these graduates support them as beginning teachers?
How do principals and heads of schools perceive context specific mission driven TE programs and the graduates they prepare?
Context specific mission driven TE have long term effects of on teacher practice
It seems an effective approach to prepare teachers for the challenges of particular schools (urban, Catholic, and Jewish)
Teachers from UTEP, ACE, and DeLeT showed very high levels of retention in classroom teaching and increased commitments to their particular school sector when compared to general trends among teacher in general education
Please contact:
Dr. Eran Tamir, Brandeis University

What types of data did we collect?
Semi-structured Interviews with 30 teachers from University of Chicago University Teacher Education Program (UTEP), University of Notre Dame Alliance for Catholic Education (ACE), and Brandeis University Day School Leadership Through Teaching (DeLeT)
Interviews were conducted twice; during the teachers' first and third years of teaching and lasted ~90 min.

Semi-structured Interviews (~90 min.) and focus groups with UTEP, ACE, and DeLeT program faculty

Interviews with 20 heads of schools and principals in Chicago, Boston, and Los Angeles
Classroom observations and interviews with exemplary teachers from UTEP, ACE, and the DeLeT programs
Full transcript