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June 2006 > School News
Darling-Hammond's New Book Profiles Exemplary DTE Program
In her new book, Powerful Teacher Education: Lessons from Exemplary Programs, Stanford education professor Linda Darling-Hammond presents case studies of seven public and private teaching programs, which share common strengths in the way they prepare people to teach. UC Berkeley’s Developmental Teacher Education (DTE) program is among the seven that “have been known among practitioners as extraordinarily effective.” (The others are Alverno College, Bank Street College, Trinity University, University of Southern Maine, University of Virginia and Wheelock College.)In the book, Lieberman writes: “A team of researchers conducted in-depth case studies of these programs, interviewing and surveying both their graduates and the employers of the graduates (comparing them to a random comparison group of new teachers), observing the programs in action and the practices of graduates in local schools, and studying syllabi, assignments, clinical placements, and other evidence of how the programs did their work. Through this intensive examination of these places, we hoped to learn how good teachers can be ‘made’ and how the critical components of effective preparation can become more widely available.”
Here are three testimonials about DTE from the book:
"I take all the DTE grads I can get…. They are the best teachers – outstanding, dedicated. It is a program that stands out."
—San Leandro, CA principal"I stayed one year. I felt it was important for me to see the year out but I didn't necessarily feel like it was a good idea for me to teach again without something else. I knew if I wanted to go on teaching there was no way I could do it without training. I found myself having problems with cross-cultural teaching issues — blaming my kids because the class was crazy and out of control, blaming the parents as though they didn't care about their kids. It was frustrating to me to get caught up in that... Even after only 3/4 of a semester at Berkeley I have learned so much that would have helped me then."
—New teacher who later entered DTE"I’m miles ahead of other first year teachers. There are five other first year teachers here this year. I am more confident. I had a plan for where I was trying to go. The others spent more time filling days…. I knew what I was doing and why – from the beginning."
— A DTE graduate
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