By Monica Taylor;Emily J. Klein
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Additional info for A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education
Over the years, I have had the privilege of leading several grant-funded projects to recruit and retain new and experienced educators in partnership with the Paterson, Newark, Jersey City, and East Orange Public Schools. When I became the Director of the Center of Pedagogy (CoP) in 2005, Ada Beth charged me to further our college mission and be the catalyst for excellent, equitable education in Newark. She encouraged me to use the Partnership for Instructional Excellence and Quality (PIE-Q) as our primary vehicle to deepen our partnership work with the Newark Public Schools.
With expertise in teacher professional development and a commitment to working in urban schools forged in the beginning of my career in New York City, I quickly became involved in the partnership at Harold Wilson. That is where I first worked closely with Jennifer Robinson, also a faculty member at MSU at the time, and where I met Sue Taylor and many other educators who later took on leadership roles in NPS. I led workshops for the professional development staff members at Harold Wilson, taught teachers who were on assignment there, and first came to know the landscape of teaching and learning in NPS.
The results not only reflect successful teacher recruitment and retention, but also school stability and positive culture. LESSONS LEARNED Communities of practice evolve in organic ways that tend to escape formal descriptions and control.
A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education by Monica Taylor;Emily J. Klein