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Teacher Corps, whose correct title was the National Teacher Corps, was a program established by the United States Congress in the Higher Education Act of 1965 to improve elementary and secondary teaching in predominantly low-income areas. [1]
The program was based on The Metropolitan Milwaukee Teacher Education Program model created by Dr.Martin Haberman. [2]
Individual Teacher Corps projects were developed by "institutions of higher education" (colleges or universities with a teacher-training program) in partnership with local school districts. The local director was a college professor, and courses specific to teaching inner city students and disadvantaged students were developed by the college and used in the master's level education program. Teams of interns under the supervision of master teachers worked in the district's schools to help carry out project goals. The purpose of the Teacher Corps was to train and retain teachers for disadvantaged school districts, who would work with the communities they served. Some of the interns became teachers in the communities they had worked in after the program ended. Others took jobs elsewhere teaching disadvantaged students, usually in their home states. Interns worked on community projects in addition to teaching. One of the Trenton, NJ community programs that continued for years after the program ended, was an annual carnival fundraiser to raise money for the Mott Elementary School library.
The director of the Trenton Teacher Corps was Dr. Bernard Schwartz of Trenton State University. The Coordinator, who represented the Trenton Public Schools, was Bernice J. Munce. The interns were trained by the following team leaders: Daisy Morgan, Elise Collins, James Lodge, Anna Eure and Catherine Johnson. This program ended in 1970 with 21 interns completing the program.
Some of the participants were volunteers coming from Vista and Peace Corps programs, who had taught people and done community outreach, but who lacked formal training in teaching. When the revolution that brought Gaddafi to power in Libya broke out in September, 1969, he accused the Peace Corps volunteers of being CIA agents, and they had to leave the country. Some of these volunteers entered the Teacher Corps.
Originally one of Lyndon Johnson's Great Society programs, Teacher Corps, along with more than 40 other programs related to education, was replaced by block grants under the Education Consolidation and Improvement Act of 1981. [3]
A 1974 study examining 20 Teacher Corps projects that began in 1971 found that half involved elementary school children, half secondary school children. [4] While many projects involved inner-city schools, others involved children in rural areas like the Flint Hills of Kansas or Indian reservations. [5]
Before its demise, the Corps enlisted local colleges, public schools and poverty organizations to provide training to future teachers to train them in the cultural and social traits of low income, socially disadvantaged persons to enable them to more effectively teach in the inner city elementary schools.
The interns and their team leaders participated in and developed community involvement activities in the various neighborhoods where their schools were located. They taught full-time, worked on a master's degree full-time, and did community service work to provide enrichment for the children they taught and to enhance the communities they lived in. They modified their curriculum to eliminate deficits and adjustment problems to school caused by social and educational deprivation. The interns and their team leaders created community outreach programs to get the community involved and to bring more community resources into the schools.
The idea of a teachers corps was reestablished as the non-profit organization Teach for America, which receives federal support as an AmeriCorps program. Reestablishing a National Teachers Corps has been suggested by the Democratic Leadership Council. [6] In his 2006 State of the Union address George W. Bush proposed an effort to train more K-12 math and science teachers as part of the American Competitiveness Initiative.
A Bachelor of Education is an undergraduate academic degree which prepares students for work as a teacher in schools. A Bachelor of Education program typically lasts three to four years and combines both coursework and practical experience in educational settings. The curriculum is designed to provide foundational knowledge in pedagogy, educational psychology, teaching methodologies, and subject-specific training. Graduates of this program are equipped with the skills necessary to foster a supportive and effective learning environment for their students.
Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. There are also related methods sometimes called "Philosophy for Young People" or "Philosophy for Kids". Often the hope is that this will be a key influential move towards a more democratic form of democracy. However, there is also a long tradition within higher education of developing alternative methods for teaching philosophy both in schools and colleges.
Teach For America (TFA) is a nonprofit organization whose stated mission is to "enlist, develop, and mobilize as many as possible of our nation's most promising future leaders to grow and strengthen the movement for educational equity and excellence."
Agricultural education is the systematic and organized teaching, instruction and training available to students, farmers or individuals interested in the science, business and technology of agriculture as well as the management of land, environment and natural resources.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Teach First is a social enterprise registered as a charity which aims to address educational disadvantage in England and Wales. Teach First coordinates an employment-based teaching training programme whereby participants achieve Qualified Teacher Status through the participation in a two-year training programme that involves the completion of a PGDE along with wider leadership skills training and an optional master's degree.
Instilling Goodness Developing Virtue School is a private Buddhist school located in the town of Talmage, California. It is founded on the ideals set forth in the teachings of the Buddha.
Pratham is one of the largest non-governmental organisations in India. It was co-founded by Madhav Chavan and Farida Lambay. It works towards the provision of quality education to the underprivileged children in India. Established in Mumbai in 1995 to provide pre-school education to children in slums, Pratham today has interventions spread across 23 states and union territories of India and has supporting chapters in the United States, UK, Germany, Sweden, and Australia.
Freedom Schools were temporary, alternative, and free schools for African Americans mostly in the South. They were originally part of a nationwide effort during the Civil Rights Movement to organize African Americans to achieve social, political and economic equality in the United States. The most prominent example of Freedom Schools was in Mississippi during the summer of 1964.
Citizen Corps is a program under the Department of Homeland Security, founded in 2002 as part of the USA Freedom Corps, that provides training for the population of the United States to assist in the recovery after a disaster or terrorist attack. Each local Citizen Corps Council partners with organizations, volunteers and businesses to organize responders, volunteers and professional first responders for an efficient response so efforts are not wasted by being duplicated. By training in Incident Command, volunteers know whom to report to and how the incident is organized. This prevents sites from being inundated by untrained and unprepared personnel preventing operation. Citizen Corps also works in conjunction with the Corporation for National and Community Service in promoting national service opportunities for promoting homeland security needs.
Response-Ability is a non-profit volunteer service program that places college graduates in inner-city Catholic schools in the United States and in other international sites across the U.S. It is a member of the Catholic Network of Volunteer Services and is affiliated with AmeriCorps.
The Yunnan Institute of Development, based in Yunnan Province's Yuxi Prefecture, is a Sino-Danish non-governmental organization, non-formal adult education institute established in 2001 in partnership with Yuxi Teacher College. The institution provides an 11-month volunteer training program that trains students as Development Instructors for work in China, India, Africa, and other locations worldwide [1].
Openmind Projects (OMP), in Nong Khai Province, Thailand is a developmental aid organisation focused on helping communities in Thailand, Laos, Cambodia, and Nepal through the creation and management of grass roots projects in the areas of e-learning, education, and environment. The focus of the organisation is using information and communication technologies (ICT) to educate individuals in schools, orphanages, national parks, and villages. Projects rely on volunteers to promote changes in local communities.
Citizen Schools is an American nonprofit organization that partners with middle schools across the United States to expand the learning day for children in low-income communities. Its stated mission is "educating children and strengthening communities". Currently, Citizen Schools serves over 5,000 students and recruits over 4,280 volunteers over 31 program sites in 13 cities across 7 states. The center pieces of the Citizen Schools model are its apprenticeship programs run by volunteers that culminate in public demonstrations called WOW!s, and partnering with some middle schools to expand learning time for students. Citizen Schools offers the AmeriCorps National Teaching Fellowship providing a 2-year paid service opportunity for citizens interested in using their personal talents to enhance life opportunities for middle school students. Fellows in their second year can participate in a residency program operated by one of three university partners to obtain teacher certification in California, Massachusetts and New York. In honor of its 20 anniversary in 2015, Citizen Schools honored 20 alumni of the Fellowship who continue to make a profound impact in the community today.
UrbanPromise is a Christian non-profit youth organization in Camden, New Jersey. Established in 1988 by Dr. Bruce Douglas Main, UrbanPromise has spawned similar programs elsewhere in the United States, Canada, Africa and the Caribbean.
The College of Education is one of 15 colleges at The Pennsylvania State University, located in University Park, Pennsylvania. It houses the departments of Curriculum and Instruction, Education Policy Studies, Learning and Performance Systems, and Educational Psychology, Counseling, and Special Education. Almost 2,300 undergraduate students, and nearly 1,000 graduate students are enrolled in its 7 undergraduate and 16 graduate degree programs. The college is housed in four buildings: Chambers, Rackley, Keller, and CEDAR Buildings.
Tevel b’Tzedek is a non-governmental organization (NGO) based in Israel that promotes sustainable development in developing countries through the formation of thematic-based groups and community mobilization. It was established in 2007 by Rabbi Micha Odenheimer, who wanted to provide young Jewish people with meaningful social justice experience abroad with the intention of creating strong Jewish leaders invested in the idea of Tikkun Olam. Since 2007, hundreds of Jewish volunteers from communities in Israel, the United States, Germany, Ukraine, South Africa, Australia and other countries have traveled to Nepal and Haiti to participate in community development projects.
Practice Makes Perfect Holdings (PMP) is a for-profit corporation that partners with communities to create summer enrichment programs for inner-city youth from elementary school to college matriculation using a near-peer model. The organization pairs skills development for younger students with leadership development, career training and college prep for older students. PMP matches academically struggling elementary and middle school students with older, higher achieving mentor peers from the same inner-city neighborhoods. Trained college interns and certified teachers supervise the near-peer relationship for a five-week program.
Wilhelmina Marguerita Crosson was an educator and school administrator known for her innovative teaching methods. One of the first African-American female schoolteachers in Boston, she developed the city's first remedial reading program in 1935, and was an early advocate of black history education.
Teach For Armenia is a non-profit organization, which aims to expand educational opportunities for all children in Armenia, regardless of their socio-economic circumstances, by recruiting, training, and supporting high-achieving graduates and professionals to teach for a minimum of two years in the most underserved schools across Armenia.