Preparation for urban teachers a main concern for educators
Education professors are bringing urban education concerns into the classrooms to better prepare future teachers for the field.
By Sarah McNamara
Staff Reporter

Geoffrey Au said many new teachers have an idealistic outlook about teaching in an urban setting and often get discouraged when their expectations do not match the environment they are placed in.

Au, a teaching assistant in the School of Education, said preparing teachers before they enter the classroom will aid in the transition.

“Preparing teachers puts them in a perspective that allows them to adjust easier to their environment,” Au said.

And with a 50 percent retention rate among new teachers in urban settings, preparation is more important than ever, said Cecilia Silva, associate professor of education.

The Center for Urban Education may help teachers gain this preparation. The center, which opened last spring, provides the School of Education with the ability to apply for funding that allows them to devote time to urban education research.

Silva said for the past several years, many professors in the School of Education have discussed the difficulties of urban education and how future teachers need more preparation before going out into the field. “Most teachers will get jobs in urban settings,” Silva said. “We’ll lose those teachers if they’re not prepared.”

Mike Sacken, professor of education, said the educational programs at the center help prepare students to teach in urban areas and to continue collaboration with schools in the community.

“It’s hard to know what’s going to come of this (center),” Sacken said, “We’re organized, but still looking for time, space and resources.”

Silva said several partnerships with the Fort Worth Independent School District have provided university students the opportunity to have real-life experiences with real kids. Not only are the education students benefiting, but the schools are discovering their true needs while receiving extra support, she said.

As the center continues to write grant requests for initial funding, Silva said they are looking to particular businesses that have an interest in contributing to urban education needs.

“It’s much more attractive for a foundation to look at what we do collectively and as a cohesive group,” Silva said.

Silva, who has a background in bilingual education, said one of the principal concerns of urban education is how to meet the needs of students with language and cultural differences.

“It’s important that teachers look at these things as differences, not deficits,” Silva said.

Kay Stevens, visiting lecturer for the education department, said she has made time to support the center by discussing urban education in her class. She said her students look at how poverty and race can determine academic performance and how to target specific learning needs.

In addition to the search for funding, the center is recruiting high school students and encouraging them to become teachers.

“It takes passion and commitment to be an excellent teacher,” Silva said. “And committed teachers with the right preparation give children a better chance academically and socially.”