Dalia Hochman leads courses in American history and psychology at Hillhouse High School in New Haven as part of her work in Yale's Teacher in Training Program. The students in the program are "idealistic pragmatists," according to the program's director, Edith MacMullen, who are willing to "roll up their sleeves" and put their educational ideals into practice in the classroom.

Students turn passion for education into teaching careers

Recently, Yale senior Dalia Hochman had what she describes as a "bad, bad day." It happened during her first weeks as a student teacher at Hillhouse High School in New Haven. It was the kind of day that all teachers are bound to have sometime, when a combination of factors -- students arriving unprepared for the day's lesson and incidents of unruly behavior -- can throw off the day's plans. But for a teacher-in-training like Hochman, it was a new, and unnerving, challenge that left her feeling insecure about how best to handle a classroom of high school students. After talking about her experience in "therapy" -- as the students in Yale's Teacher Preparation Program affectionately refer to the weekly meetings where they discuss issues and share suggestions for dealing with problems -- Hochman was once again looking forward to returning to the classroom. In fact, the following day, she put those ideas into practice at the New Haven high school, thereby restoring her confidence in the classroom. (See related story) The weekly "therapy" meetings are an integral part of Yale's Teacher Preparation Program, a state-approved program that prepares students for careers as middle- or high-school teachers or as early childhood educators (birth through kindergarten). About 60 students are currently enrolled in the two-year program. Undergraduates are eligible to apply for certification as teachers once they have completed the required course work in their majors and in the Teacher Preparation Program, as well as their student teaching assignments. The program also accepts special students and graduate/professional students if space is available; these students generally have completed academic work in a major and enroll in the program to become certified as teachers by the State of Connecticut. The Teacher Preparation Program is unique within Yale because it is one of the few programs that gives undergraduates actual vocational training. Outside of Yale, it is distinctive among programs for future educators because of its combined emphasis on theory and practice, and because undergraduates cannot major in education -- they must, instead, complete degree requirements for a major in a separate academic discipline. "The strength of Yale's program is that -- along with doing research and scholarly work in a chosen discipline under the tutelage of the University's distinguished faculty members, and gaining practical experience in the vocation of teaching -- our students give deep thought to the bigger issues in education," says Edith MacMullen, director of the Teacher Preparation Program. "As Yale students, they are among the brightest kids in the nation when they come into the program. They leave it with a sound preparation both in their academic fields and in teaching, which, combined with this emphasis on the big picture, makes them extremely well-rounded teachers." For example, after being accepted into the program during their sophomore year, undergraduates begin their junior year taking MacMullen's multidisciplinary course called "Schools, Communities and the Teacher," which introduces them to philosophies of education over the ages and examines contemporary dilemmas and developments in the field, among other topics. While learning the theories of education, the students also spend one morning a week observing classes at a middle school or high school, where they can see some of those theories put to action. This supervised observation takes place over two academic terms at one of four area schools affiliated with the program: Wilbur Cross High School and Troup Middle School in New Haven, Hamden High School and Branford High School. First-year students in the program are also required to take courses on developmental psychology and on issues in the field of special education, as well as electives in fields that explore the foundation of education, such as history, psychology or sociology. In their second year, the students examine the methods of teaching -- from setting objectives to formulating a curriculum -- and take a course focusing specifically on teaching in their chosen fields, such as English, history, math, science, languages, art or music. Students in the early childhood education track take courses in child development and developing curricula for preschool children, among others. The latter are taught by faculty members in the psychology department or by affiliates of the Yale Child Study Center. Once students have completed these subjects, they are then ready to "bite the bullet," says MacMullen, and actually teach classes. This year, students are doing their 10-week practice teaching at six schools, five of which are in New Haven: Hillhouse High School, Wilbur Cross High School, High School in the Community, Career High School and Troup Middle School. Students also practice teach at Branford High School. According to MacMullen, the program's long-standing affiliation with New Haven schools is a reflection of its special commitment to urban education. The student teachers are observed weekly by the program's field supervisor Marilyn Szwed, who co-teaches a course on pedagogy with MacMullen and is also a leader of the student teacher "therapy" sessions. The permanent teacher in the classroom, known as the "master teacher," also helps to evaluate the teacher-in-training. "At first I was nervous about this part of the process," says senior Alejandro Vega, who is teaching American and European history at High School in the Community. "I was expecting more critical evaluations, but Marilyn Szwed was extremely helpful. She has given me some ideas about how to start classes or how to make the transition from one subject to another, for example." Vega has long been interested in working with children. He spent one recent school vacation working for Summerbridge, a program for youth at New Haven's Hopkins School, and hopes to work at an urban school after graduating from Yale. His ultimate goal is to become a school administrator. "I'm very interested in working to improve the quality of education and have a particular interest in how teachers teach," says Vega. To promote active learning in his class, he has tailored some of his homework assignments in history to encourage students' creativity. In one project, for example, he asked the students to write lyrics to the tune of their favorite songs about what it would be like to live during the Depression in Europe in the 1930s. In another assignment, students pretended they were living during a particular era of history and wrote letters to a friend reflecting what life was like at the time. According to MacMullen, all of the students in the program share Vega's dedication to educating children, as well as a "pervasive optimism," she says. "In general, I think the kids who come through the program are idealistic pragmatists," MacMullen explains. "They have these high ideals but have come to the conclusion that the best way to realize those goals is to roll up their sleeves and go to schools. Some go on to become department chairs or principals or superintendents. Whatever they decide to do, they do it with a real passion about their own particular field of study and about educating others." MacMullen, who will retire this academic year after directing the Teacher Preparation Program for 27 years, notes that this is the first year since her early years in the program -- which coincided with the beginning of coeducation at Yale -- that there are more males in the program than females. "Historically, teaching has been a low-status field and one that since the 19th century has been feminized," explains MacMullen, who is also a lecturer in the history department. "With a major shortage of teachers predicted for the next decade, I'm always glad to see dedicated people who want to be engaged in teaching, and I hope that this more equal balance of males and females is a trend." George Woodbridge, who taught for 15 years in private schools and is now at Career High School, enrolled in the Teacher Preparation Program as a special student to become a certified secondary school Latin teacher. He says he has greatly benefited from some of the education theory courses he has taken at Yale. "Some of the readings that we have had also felt kind of like a pat on the back for someone who has been in the 'trenches' for some time," he said. For Beth Anderson, a special student who is training to teach art at the secondary level, the program has convinced her that her decision to become a teacher, rather than a studio artist, is the right one. She currently is observing classes at Branford High School, where she will be a practice teacher next semester. "I know that for everybody it's a bit scary when you go into that classroom for the first time as a practice teacher," she notes. "But with the great background and foundation I've gotten through the Teacher Preparation Program, I know I won't be petrified." -- By Susan Gonzalez T H I SW E E K ' SS T O R I E S School of Music gets $10 million Yale scientists find way to restimulate brain cell growth Center's addition puts families and children at heart of Medical School Glamour lauds senior for commitment to public education Personalities overshadow issues in politics today, says journalist Divinity School honoring work of feminist theologian Letty Russell Students turn passion for education into teaching careers Retrospective exhibit showcases works of British Pop artist Exhibit of artists' rough drafts for masterpieces explores creative process Peabody exhibit pays tribute to pioneering scientist O.C. 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