Teacher Preparation and Education Studies
Teacher
Preparation and Education Studies courses
Teacher Preparation and Education Studies program home page
Director: Jonathon Gillette, 35 Broadway, 432-4631, jonathon.gillette@yale.edu
COMMITTEE OF THE TEACHER PREPARATION PROGRAM
Jill Campbell (English), Gordon Geballe (Forestry & Environmental Studies), Jonathon Gillette (Sociology), Joseph Gordon (Yale College Dean's Office), Judith Hackman (Yale College Dean's Office), Roger Howe (Mathematics), Matthew Jacobson (History), Frank Keil (Psychology, Linguistics), Michael Morand (Office of New Haven & State Affairs), Robert Wyman (Molecular, Cellular, & Developmental Biology)
The Teacher Preparation and Education Studies program offers a variety of courses on educational issues including school reform, policy, pedagogy, and instructional design. Courses are organized around two different tracks, education studies and teacher preparation.
Education studies. Courses in the education studies track are designed to examine the system of education as a civic institution. The goal is to introduce ways of challenging and disciplining thinking about educational issues from a historical or sociological perspective. Courses are open to all students.
Teacher preparation. The program also offers a course of study for those interested in teaching. Completion of the full course of study, begun in the sophomore year, fulfills the requirements for a license to teach in any American public school either in an early childhood setting (birth through kindergarten) or in a secondary school setting (grades seven through twelve). Those who complete part of the program have a strong basis for teaching in a private or alternative setting such as Teach for America. For students considering elementary education, the program offers a flexible noncertified course of study called Elementary Explorations for either private school teaching or preparation for graduate school certification programs.
The teacher preparation course of study emphasizes the ability to think about teaching and the creation of learning environments for a wide range of students. Experiences in local schools and classrooms provide opportunities to explore students' individual styles of teaching. Most graduates of the program, especially in the early education area, move into positions of leadership at either the school or the policy level. Courses are offered on a space-available basis to students not enrolled in the program.
Undergraduates interested in the program should consult the director during the freshman year or early in the sophomore year in order to plan a schedule that includes both the required courses and sufficient time for student teaching. Applications close in early April of each year; students are informed by the Admissions Committee of its decisions by mid-April.
To be eligible for certification, participants must complete the following program: secondary school teachers—a major in an academic field, sufficient course work in a subject taught in middle and high schools (English, history, modern languages, Latin, science, mathematics, music), and certain required professional courses; early childhood teachers—a major in an academic field, a designated series of courses for early childhood preparation, and certain required professional courses. The usual secondary school sequence is:
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Junior Year
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Senior Year
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TPRP 190a
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TPRP 290a–296a
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TPRP 194a
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TPRP 299a or b
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TPRP 195b
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TPRP 199b
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The usual early childhood sequence is:
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Junior Year
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Senior Year
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TPRP 125a
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TPRP 127a
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TPRP 128b
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TPRP 299a or b
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TPRP 190a
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TPRP 191b
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TPRP 192a
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TPRP 195b
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Electives in Psychology
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Changes in a student's schedule must be approved by the director. All courses in the program must be taken for a letter grade. Students are encouraged to elect courses that complement their work in teacher preparation and provide links with their academic major.
