Learning to Teach Language Arts in a Field in Flux

Any program, including teacher preparation programs across the United States vary to some degree in how they teach individuals critical skills needed for their careers. Urban teacher residencies are unique because they bring together individuals from many different backgrounds and careers who have chosen to switch careers. Learning to teach children reading and writing instruction is complex, with so many different programs and strategies available, and not one program meeting the needs of each learner in the classroom.

In conjunction with Professor Kathryn Anderson-Levitt, I sought to understand HOW and WHAT each teaching apprentice learned and HOW they learned it to better inform instruction within teacher preparation programs.

Upon extensive review and gathering of qualitative research (field notes, lesson plans, supervisor notes and interviews), we found that teaching apprentices gained significant value from learning two approaches (Reading and Writing Workshop and the basal reader - Treasures). With school districts consistently re-evaluating materials, and enacting new ones, it is imperative that teaching apprentices be provided learn and be provided with exposure to a multitude of reading and writing programs. The solution? Embed instruction on as many tools and programs as possible to better equip teaching apprentices to meet the needs of their students.