High School Teaching Career Academies: Profiles and Practices. Urban Teacher Academy Project.

Institution	Council of the Great City Schools, Washington, DC.; Recruiting New Teachers, Inc., Belmont, MA.
Titel	High School Teaching Career Academies: Profiles and Practices. Urban Teacher Academy Project.
Quelle	(2000), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-884139-15-9
Schlagwörter	Career Academies; Career Education; High School Students; High Schools; Minority Groups; Profiles; Program Descriptions; Program Development; Program Implementation; Teacher Recruitment; Teaching (Occupation); Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Berufsakademie; Arbeitslehre; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnische Minderheit; Charakterisierung; Profilanalyse; Programmplanung; Lehrerrekrutierung; Teaching; Lehrberuf; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The Urban Teacher Academy Project (UTAP) promotes the recruitment and preparation of qualified and diverse teachers for urban schools by expanding a school-to-career approach through high school teaching career academies. The UTAP has documented the best practices and developed practical information to guide the formation of career teaching academies through the study of four high school career academy programs in three urban school districts. The programs profiled in this document are: (1) Walton-Lehman Pre-Teaching Academy at Walton High School, New York, New York; (2) The Center for the Teaching Profession at Miami Senior High School, Miami, Florida; (3) Children's Advocacy, Research, Education, and Services Magnet at Miami Norland Senior High School, Miami, Florida; and (4) The Teacher Academy at Mt. Pleasant High School, Providence, Rhode Island. The work of UTAP suggests several key steps for the implementation of successful high school teaching academies. The first is to get support from important stakeholders. Establishing partnerships with institutions of higher education, developing a strong program framework, and taking time to develop a collaborative atmosphere are also essential, as is program evaluation to guide further development. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01