“Teaching is a lot more than just showing up to class and grading assignments”: Preparing middle-level teachers for longevity in the profession

Abstract

The university’s teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers from student identity to teacher identity. Preservice teachers spend several semesters working under the guidance of practicing middle-level teachers before assuming control of their own classrooms, mitigating potential reality shock and improving middle-level teacher retention. This program has led to higher than average 5-year retention rates for middle-level teachers. Recommendations for other teacher preparation programs are included.

Keywords:

• middle level
• professional development schools
• teacher attrition
• teacher preparation
• teacher retention

Additional information

Notes on contributors

James P. Van Overschelde

James P. Van Overschelde, Ph.D., is an assistant professor of secondary education and the Director of Evaluation & Research in the Office of Educator Preparation at Texas State University in San Marcos, TX. E-mail: [email protected]

Jane M. Saunders

Jane M. Saunders, Ph.D., is an associate professor of literacy in the Department of Curriculum and Instruction at Texas State University in San Marcos, TX. E-mail: [email protected]

Gwynne Ellen Ash

Gwynne Ellen Ash, Ph.D., is a professor of literacy in the Department of Curriculum and Instruction at Texas State University in San Marcos, TX. E-mail: [email protected]