Leading Teacher Program Urban Education
Why a focus on Urban Education across the Leading Teacher Program?
• Reflects the Spiritan heritage of Duquesne University which values education as critical to changing the lives of marginalized and under-represented populations, including those in urban areas.
• Responds to the moral imperative for ensuring that there are highly qualified/highly effective teachers in every classroom thus reflecting the Duquesne mission which states, "Duquesne serves God by serving students... through profound concern for moral and spiritual values... " • Prepares teachers, who primarily come from backgrounds that are different from those of students in urban, under-resourced schools, who can effectively cross racial, ethnic, socioeconomic, and religious boundaries to educate all students.
What does a focus on Urban Education do for you as a prospective teacher?
• Underscores the School of Education's commitment to prepare teachers for the challenges and opportunities found in the urban classroom, and for the critically important task of helping all children, achieve ambitious learning goals.
• Provides multiple perspectives and theoretical frameworks using an interdisciplinary approach that engages candidates in various methodologies to prepare candidates to become teacher-leaders in education, especially in urban settings.
• Deepens a commitment to utilizing evidence-based practices in urban classrooms though a model of generative change for teacher candidates.
• Develops the knowledge, skills, and dispositions critical for effective leadership of classrooms in a global, technological, and culturally diverse society. • Attends to the specialized knowledge and skills that improve student achievement and begins to close the achievement gap for students in urban settings, including children from homeless families.
What does a focus on Urban Education "look like" in the Leading Teacher Program?
• Involves teacher candidates in working collaboratively with Duquesne faculty, neighborhood schools, parents, students, and community based organizations to prepare a new generation of teachers with the knowledge, skills, and dispositions necessary to teach effectively in urban schools.
• Provides opportunities for field experiences in local, high-needs schools and community-based programs.
• Integrates deliberate attention to issues of practice in urban schools and specifically extends coursework into expectations for experiences in the field.
• Provides access to internationally renowned scholars who use their scholarship in service of addressing the needs of students, teachers, administrators and communities in urban settings.