The hands-on experience "is designed in a way that allows teacher education to happen at its best"
Temperature wasn’t the reason a school in South Providence was described recently as a hothouse.
Community Preparatory School was the site of a four-week academic program for local youngsters this summer and was run by Brown students learning how to teach under intense conditions.
And when Polly Ulichny, clinical professor of elementary education, described the setup as similar to "growing tomatoes in a hothouse," she was referring to the process of how Brown students in the program learn to teach.
In a greenhouse, gardeners can nurture a plant’s growth, closely monitor conditions and eradicate problems. Under those conditions, plants grow very quickly, said Ulichny.
This year 13 students in Brown’s master of arts in teaching (MAT) program in elementary education were in the "hothouse," instructing a classroom on a daily basis — many for the first time — and receiving daily feedback from mentors.
"They learn just by jumping in…by being immersed in the classroom," said Ulichny. The program "is designed in a way that allows teacher education to happen at its best."
The hands-on experience is the beginning of the year-long master’s of teaching program. Those who are seeking a master’s to teach at the secondary level were also in the classroom this summer, teaching as part of Brown Summer High School.
About 70 local youth entering grades 2-6 took advantage of the free academic experience at Community Preparatory School, which is a collaboration among the school, Brown, Wheeler School and the Roger Williams Park Zoo.
Each year, the elementary program takes on a new theme, and this year it revolved around the zoo and biodiversity. Every morning during July the students received enrichment instruction in a variety of subjects, from math and sciences to social studies and literature.
MAT students taught the courses in teams. Recent master’s program graduates Carin Algava and Christine Wiltshire administered the summer program this year after teaching as a team in the program last year.
"It provided us with a lot of hands-on experience," said Algava of her time in the MAT program. "There is a lot of learning going on with the MAT students."
The MAT students plan lessons, assess students’ progress and handle problems that arise. MAT students come from a variety of different undergraduate backgrounds, and the youngsters come from a variety of city schools.
"At the beginning it can be difficult because the students don’t know each other," said Algava. "It’s amazing that in a month you can create a sense of community. Last year, it was sad to say ‘goodbye.’"
During the afternoon, MAT students participate in a "debriefing" about the morning experiences, while the youngsters remain at the school to participate in activities run by the Community Preparatory School, such as sign language, drama and dance.
The MAT students become accustomed to being observed and receiving constructive criticism and begin to seek it out even before the end of the summer program, according to Ulichny.
By getting daily feedback "we could see ourselves grow as teachers," said Wiltshire.
Added Ulichny, "It is a very intense year, but it goes by in a heartbeat, and they are well on their way to becoming great teachers."