We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries aimed at improving instructional practices for all of the educators involved.
In this chapter, we will describe our Midwestern university's response to two social justice issues: the lack of support for urban students to be ready for college; and the issue of teacher quality in urban schools. DECA explicitly endeavors to respond to the dearth of educational opportunities for city youth. As well, as a PDS, DECA serves the university and our profession as a site for preparing the next generation of urban teachers. Our partnership relies on a PDS framework and a social justice approach to impact students' access to learning and to develop quality educators through learning communities. Using the lenses of the Marianist Catholic tradition and the PDS mission, here we will frame our social justice stance. We will specifically describe the revamping of two critical courses in the teacher education program with the goal of enacting social justice through developing effective teachers for urban settings.
- Elementary Education and Teaching,
- Junior High, Intermediate, Middle School Education and Teaching,
- Other Teacher Education and Professional Development,
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education,
- Secondary Education and Teaching and
- Teacher Education and Professional Development
Available at: http://works.bepress.com/rachel-collopy/5/