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By
Phyllis Hanlon
 The
bulletin board outside the office of David Lizotte, director
of the Teacher Certification Program (TCP), is covered with
flyers that advertise teaching opportunities in the local
area as well as in such faraway places as New York, Los Angeles
and Washington, D.C. Teaching positions in any of these locations,
plus hundreds more, have become increasingly more prevalent
since Holy Cross
instituted this program in 1998.
Students taking part in the TCP develop competency in teaching by completing
a demanding academic program and, also, by spending many hours in the classroom.
The course work, which consists of three primary classes, is rooted in the liberal
arts, according to Lizotte. One of the key components is "Educational
Psychology;" taught by assistant dean and chair of the education department,
Joseph Maguire, the course lays the groundwork for subsequent studies in the
teaching field. "Philosophy of Education" and "Principles of Methods
of Teaching" in the student's area of specialty complete the initial stage. "These
course offerings form the social, political and multicultural contexts
of education," says Lizotte. Foreign language majors must also complete a Middle
School course.
The TCP program is open to second-semester
first-year students in good academic standing. "Interested
students are required to have a 3.0 GPA," Lizotte says.
Once the grading hurdle is overcome, students must complete an application
process that includes an interview and the submission of
a comprehensive essay that outlines
their perceptions and understanding of the teaching
profession. "How do you view education? Why do you want to become a teacher?" asks
Lizotte when students express a desire to teach.
During the in-depth interview session, he urges all applicants to consider seriously
what teaching involves. "Students must have a strong love for an academic area
and also a solid understanding of that discipline," he says. Additionally, students
must obtain recommendations from their Holy Cross and high school teachers before
the final decision is made.
Currently, students receive teacher certification in conjunction with an academic
discipline. The areas of specialty include biology, chemistry, mathematics, physics,
history, English, French, Spanish and the classics.
Efforts to provide students with a comprehensive teaching experience in a realistic,
multicultural, urban setting have led to a collaboration between the College
and Worcester's Burncoat High School. Students spend two 40-hour pre-practica
sessions at the high school to observe the culture and operation of the school,
according to Lizotte. "They absorb the environment at Burncoat," he says. "They
sit in on classes, observe other teachers and write a case
study on those observations." In this way, he feels, the students are best able
to grasp the nature of teaching and learning within the school and
the community.
Lizotte works with Thomas Gibbons, academic liaison for the collaborative, to
help
the teachers-in-training with the adjustment process. "We encourage the students
to look at everything, from the academic atmosphere and athletics department
to social programs and the custodial and cafeteria staff," says
Lizotte. "It's not unusual for students to observe and attend administrative
meetings." During this first pre-practicum, students may also shadow the teens,
teachers and administrators to gain a better understanding of every aspect of
high school life. In some cases, they assist with small group discussions and
grade homework.
The
second pre-practicum is more hands-on, explains Lizotte. "Students get involved.
They tutor in their subject area or actually go into the classroom a couple of
times," he says. At the same time, students take the methods course, which provides
them an opportunity to develop an effective curriculum for their subject areas.
The classroom experience enables students to cultivate
a teaching style while "practicing" on their peers. "They need to find the best
way to involve the Burncoat students when they begin teaching," Lizotte says.
Within the "safe" environment of the College, students are able to test various
methods and teaching approaches before implementing
them in the high school setting.
These two pre-practica serve as a gateway to the actual student-teaching experience.
When the students are ready to begin practice teaching, they first interview
with Gibbons. "Tom has to feel they can handle the job," Lizotte says.
Prior to the start of the teaching practicum, students contact two Burncoat teachers
in writing to request a partnership during the semester. These "cooperating" teachers
act as mentors and guides, according to Lizotte. Students gain tremendous insight
into various teaching styles and methods from veterans who have been through
the pitfalls already, he explains.
From Monday through Friday for an entire semester, student teachers slip into
the role they hope to assume after graduation. "During the pre-practicum, the
student is more like a visitor," says Lizotte. "Their perspective changes, and
they see the evolution of the teaching process when they begin student
teaching." The daily routine of preparing lessons, teaching, correcting homework
and other necessary follow-up helps to weed out those students who are not ready
to commit themselves fully to the demands of the teaching
profession.
During the semester of practice teaching, Lizotte meets weekly with the students
as part of an ongoing support system. "The seminar focuses on the students' thinking
about their practice teaching experience and about what happens as they work
with the students," he says. One of his goals in these meetings is to promote
critical thinking in a creative, supportive environment,
he explains.
The final step in the certification process is successful completion of the two-part
Massachusetts Educator Certification Test. The first component assesses literary
and communications skills. "Everyone-regardless of their
major area of concentration-takes the same exam," says Lizotte. Part II tests
specific subject matter. Both exams are written; students majoring in a language
must complete an oral exam as well.
"The education department is providing the necessary resources through the TCP
to help students obtain their certification," says Lizotte. The solid academic
foundation along with the extensive, practical experience in the classroom and
ongoing support from the staff of both Holy Cross and Burncoat High School is
making it possible for students to enter the world of teaching with confidence
and competence.
"Teaching
The Teachers: A Profile of the Education Department" Feature >
Joe
Maguire '58 Sidebar >
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