Pathways to Teaching
for Trinity College Students

As the first step toward any of these pathways, the Educational Studies faculty strongly recommend that students enroll in our introductory-level course, Ed 200: Analyzing Schools, which integrates readings and discussion with a weekly community-learning placement in a nearby Hartford public school classroom. Offered each semester.
See Ed 200 course description and syllabus

Students also can gain valuable experience by working with after school tutoring programs for Hartford youth, such as Dream Camp, the Boys & Girls Club, VAMP, Rising Stars, Big Brother/Big Sister, and the Adolescent Mentoring Program. For more information, contact Director Joe Barber and staff at Trinity's Office of Community Service and Civic Engagement, located in the basement of Mather Hall.

Thinking about teaching? Advice from recent Trinity alumni

". . . ABSOLUTELY take Ed 200: Analyzing Schools. . ." -- read more advice from Rob Corvo '04, former 9th grade teacher, New Orleans

". . . Get involved in the Hartford community. . ." -- read more advice from Kathleen Milnamow '06, 10th grade teacher, New Haven

Read more alumni advice below

Pathway A:
Public school teaching certification while earning an undergraduate degree at Trinity, via the consortial program with St. Joseph College in West Hartford, CT

Through consortial arrangements, Trinity students may enroll in the state-approved teacher preparation program at St. Joseph College (SJC) while simultaneously completing  their Trinity major and graduation requirements. Tuition and credits easily transfer between the two institutions. Teacher certification is available in the following areas:

1. Elementary Education (K-6)
2. Secondary Education (7-12) by subject area (eg. Biology, English, Mathematics, Social Studies, etc.)
3. Other areas may include: Early Childhood Education (PreK-3), Special Education (K-12)
   

The SJC teaching certification program typically requires the equivalent of a second major (between 8-12 Trinity credits). See course requirement details:

SJC elementary certification program for Trinity students (draft)
SJC secondary certification program for Trinity students (draft)

Some courses must be taken at Trinity College when available (such as Ed 200: Analyzing Schools, Psyc 295: Child Development, Psyc 236: Adolescent Psychology).

Trinity students interested in applying to the SJC certification program should first contact the Director of the Educational Studies Program at Trinity (Professor Jack Dougherty via email or phone 860-297-2296). Then, a second appointment may be made with the SJC Certification Officer and advisor for Trinity students (Jill Mack via email or phone 860-231-5335). Application criteria include:

• minimum GPA of 2.67
• undergraduate transcripts
• selection of appropriate academic major (at Trinity)
• successful completion of PRAXIS I test (or waiver for combined SAT of 1,100 or more, with no less than 450 in either math or verbal subtest)
• two letters of recommendation (at least one from a Trinity Educational Studies faculty member)
• personal essay
• interview with SJC education faculty team
• planned program of course requirements, signed by SJC certification officer

Trinity students interested in the SJC certification program may enroll in up to 2 SJC education courses prior to applying and being accepted into the program. But they may not enroll in additional courses without SJC Education Department approval. To enroll in SJC courses via the consortium, see the Trinity Registrar.

See also: St. Joseph College website, specifically the Department of Education & Special Education

See also: Connecticut Department of Education, specifically Certification information

See also: Connecticut Department of Higher Education, specifically the Minority Teacher Incentive Grant

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Pathway B:
Public school teaching certification after receiving an undergraduate degree, via alternate route or graduate school programs

Trinity students who complete their undergraduate degree may also apply to "alternate route" certification programs (designed to attract qualified candidates who have not completed traditional certification) and/or graduate degree certification programs (combining certification with an advanced degree). Both types are state-approved certification, though details vary from state to state.

• Institute for Recruitment of Teachers (IRT)
  Designed to diversify the pool of prospective K-12 and university faculty, by assisting college students and recent alumni in the graduate school admissions process for advanced degrees in teaching, counseling and administrative careers.
• Teach for America (TFA)
  Recruits recent college graduates who commit two years to teach in low-income urban or rural public schools. School districts hire TFA corps members through state-approved alternative certification programs, which require that candidates meet specific requirements and demonstrate proficiency in the grades and subject areas they will teach.
  
  See also a critique of TFA by Linda Darling-Hammond, "Who Will Speak for the Children? How 'Teach for America' Hurts Urban Schools and Students," Phi Delta Kappan (September 1994) (PDF File)

Connecticut

CT Department of Education, specifically Certification information and Links to Educator Preparation Programs

Alternate route certification programs:

• Connecticut Alternate Route to Teacher Certification (ARC I and II)
  State-run program designed to attract mid-career professionals into teaching. Requires bachelor's degree and academic major in subject area to be taught. Certification areas include middle school (grades 4-8), secondary (grades 7-12), music, bilingual, and art (Pre-K-12), and world languages (K-12).
• Teach for America (TFA) - Connecticut
  State-approved alternate route certification program that currently places teachers in public schools in New Haven; expects to expand to Hartford and Bridgeport in fall 2007. See more about TFA above.

Graduate-level and undergraduate certification programs:

• Albertus Magnus College
• Central Connecticut State University
• Connecticut College
• Eastern Connecticut State University
• Fairfield University
• Mitchell College
• Quinnipiac University
• Sacred Heart University
• Saint Joseph College
• Southern Connecticut State University
• University of Bridgeport
• University of Connecticut
• University of Hartford
• University of New Haven
• Western Connecticut State University
• Yale University, specifically the Yale Urban Teaching Corps (secondary certification)
  
  See also: Connecticut Department of Higher Education, specifically the Minority Teacher Incentive Grant
  

Massachusetts

MA Department of Education, specifically information on Becoming an Educator and Directory of Approved Educator Preparation Programs

Graduate-level programs, including:

• Boston College, Lynch School of Education 
• Boston University School of Education
• Harvard University Graduate School of Education and Teacher Education Program in urban education
• Lesley University School of Education -- see also: National Teaching Fellowship Citizen Schools program
• Tufts University graduate programs in Child Development and Education
• University of Massachusetts-Amherst School of Education
• Wheelock College
• and many others -- see Directory above

District-based alternate route programs, including:

• Boston Teacher Residency Program
• Cambridge Licensure In-District Program (CLIP)
• City on a Hill Charter School
• Shady Hill School Teacher Training Course
• Springfield District-Based Licensure Programs
• and many others -- see Directory above

The Massachusetts Institute for New Teachers (MINT) program for recent college graduates and mid-career professionals

New Jersey

NJ Department of Education, specifically the Licensure & Credentials website for alternate route and traditional certification, and NJ Hire website for educators

New York State

NY State Department of Education, specifically the Office of Teaching Initiatives for listing of College & University Programs and Alternative Programs

Alternate certification programs, including:

• New York City Teaching Fellows 
  
• Teaching Opportunity Program (TOP)
• and many others -- see Office of Teaching Initiatives listing above

Graduate-level programs, including:

• Colgate University - Master's of Arts in Teaching for secondary school
• Fordham University - See also Master of Science in Education Intern Fellowship Program
• Graduate College of Union University - Master of Teaching programs 
• New York University, Steinhardt School of Education
• Teachers College, Columbia University
• and many others -- see Office of Teaching Initiatives listing above

Maryland

• Project SITE SUPPORT(PSS) - alternate certification program serving school districts such as Baltimore, in collaboration with The Johns Hopkins University, Morgan State University, and the University of Maryland Baltimore County

Pennsylvania

Rhode Island

• Brown University Master's of Arts in Teaching Program

Washington, DC

additional information to come. . .

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C) Private school and international school teaching positions, which do not require state-approved certification

Suggested links for job seekers:

• National Association of Independent Schools website, especially "Careers in Independent Schools"
  
• Council for American Private Education website, especially "Teaching Positions" and "Links to Job Banks"

See also international teaching opportunities (no US state-approved certification required)

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 Thinking about teaching? Advice from recent Trinity alumni

Rob Corvo, Class of 2004, shares advice about teaching via Teach for America: Major: Political Science   Minor: Community Action Teach for America Corps Member, 2004-06, 9th Grade English Teacher in New Orleans Public Schools Currently pursuing a master’s degree in public administration, University of Georgia, February 2007

            I do not have any specific advice to share on the actual "Teach for America" (TFA) application process, because with each passing year it seems to become more difficult and at the same time more unpredictable.  I do, however, have advice on what you can do to prepare yourself to graduate from Trinity and be as effective in the classroom as possible.
            Absolutely take Educ 200: Analyzing Schools.  The experience you will gain from actually BEING in a classroom with regularity will be invaluable.  If you can, continue to volunteer in the school after the semester is over.  In fact, spend as much time as you can around children while you're in Hartford.  There is ALWAYS something new to learn from them.  Along this vein, I would also recommend taking as many classes as you can that offer a community-learning component.  The last thing you need to be dealing with when you are trying to learn how to be an effective teacher is culture shock - get that out of the way now.  Trinity is a great place to learn about the joys and challenges of urban life in our country.
            Also, while I know it sounds terribly dry, brush up on the standards, benchmarks, and grade-level expectations of the state(s) in which you plan to teach.  It is a reality of the times that, as a teacher, you will be judged on how well your children understand the key concepts that the state wants them to know.  The more familiar YOU are with these concepts, the better a teacher you will be. 
            Lastly, most teachers (traditionally certified or otherwise) agree that there is very little that can prepare you for the experience of your first year of teaching.  If possible, take steps now to enhance your senses of flexibility and resilience.  You will need them more when you are in the classroom than you can possibly understand.  Lots of good luck!
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Kathleen Milnamow, Class of 2006, shares advice about teaching via Teach for America: Major: International Studies - Comparative Development   Minor: Human Rights Currently a Teach for America Corps Member, 10th grade reading intervention teacher at Hillhouse High School, New Haven, Connecticut, February 2007

            The most important thing that I did to prepare myself for TFA was to get involved in the Hartford community. Regardless of the nature of the community involvement, or the age of Hartford youth, the experience is beneficial for you and the community. I got more of more real sense of the urgency to close the achievement gap.
            I interned at several community-based, non-profit organizations in Hartford including the Connecticut Association for Human Services, the Hispanic Health Council, and the Trinity Center for Neighborhoods. As an intern at the Connecticut Association for Human Services in Hartford, I was immersed in issues affecting low-income families and children’s well being that I have since witnessed in my teaching as a corps member. As part of a Medical Anthropology class, I worked at the Hispanic Health Council in Hartford, and shadowed staff members for a semester within the HHC’s Center for Women Children’s and Health. There, I observed pre-natal case studies of teenage, low-income, and immigrant mothers (the age of some of the students I am now teaching). At the Trinity College Center for Neighborhoods, I worked as an intern for two years at Building Parent Power—a community organization addressing health care issues—where I led informational asthma “workshops” with local parents, day care providers, and children and also worked with other neighborhood organizations on health care issues facing the elderly and families. It just takes one professor, one class, or some research to find out about all these less-traditional opportunities to “teach” in Hartford.
             Anyone interested in applying to TFA should get involved in an extracurricular organization, sports team, event, or an academic project that requires a leadership role. I was an active member of human rights groups like Amnesty International and Students to Unite Science and Humanitarian Interests (SUSHI). With the Amnesty International chapter, I worked with my peers to develop and implement a human rights curriculum for students at the Hartford Magnet Middle School. During my junior and senior year, I led SUSHI’s efforts to educate Trinity students, children and adults about ways to reduce asthma triggers. Through Professor Baldwin-Ragaven, I found out about the citywide Asthma Call to Action Task Force. With this organization, I helped organize and execute education events such as World Asthma Day with SUSHI.
            Hartford is an incredible asset that I took advantage of at Trinity. If I had to redo my years at Trinity, I would get involved even earlier. Go to the Internship Office, or talk with professors—not only in Educational Studies but in all departments—to see what’s out there.
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            While many future teachers charge headfirst into our most needy districts with dreams of becoming the next Robin Williams in “Dead Poet’s Society,” or Michelle Pfieffer in “Dangerous Minds,” those individuals would benefit from understanding that the stories of fictional characters in no way compare with the inestimable workload that is required to achieve multiple grade-levels’ worth of progress for a classroom of students. With that in mind, as a teacher in a low-income community, I would like to offer up three pieces of advice before you consider a program such as Teach for America (to which I belong) or a similar organization.
            Watch – There are dozens of public schools in Hartford.  Pick any one of them (particularly a non-magnet school) and volunteer with a classroom teacher for a day.  Not one class period… an entire day.  Take a look at the conditions in which they teach, and the problems (academic and social) of the students they service.  See what an 8th grade student who reads at a 1st grade level looks like.  Watch those children become frustrated that they cannot do what they – and you – know they should be able to do.  Talk to those students and let them tell you about their life outside of school.  The achievement gap is not a purely abstract idea; it is real and lives in the minds and hearts of real children for whom you will be responsible for educating.
            Talk – Many Trinity students have joined Teach for America or similar organizations such as the New York City Teaching Fellows program.  The Career Services office or the regional offices of those organizations can put you in contact with those alumni.  Ask them about their most challenging moments and their biggest successes.  Ask them about what they needed to do on a given day just to ensure that their students made academic progress.  Let them tell you their story; from why they joined, to what they learned.  Their experiences, while often vastly different in composition, are connected by a common thread of commitment towards putting their students on a different path in life.
            Think – Ask yourself one question: “Am I willing to do everything it takes – including working countless hours and continuously admit defeat and regroup – to ensure that my students achieve?”

Teach For America is looking for hard-working and determined young minds.  If you want to participate in a rigorous program, you need to prove that you can work and have worked in tough and challenging situations.  TFA wants to see that you have excelled academically, no matter what your major.  They want to see that you are involved in many extra-curricular activities -- not just as a member, but as a leader.  I don’t want to tell you what clubs to join or classes to take because that is not what is important.  What is important is that you are a person that sets your mind to a task (whether that is a charity, a fraternity or a sport) and succeed even when the stakes are high.
To make sure that you are interested in Teach For America, you need to do your own research about the organization and what is going on in the world of education.  Go to their website and learn everything you can.  They have some amazing links and resources there.  Also, look into the KIPP schools, which are incredibly successful schools founded by TFA alumni. If you progress to the interview stage of the application process, then you should contact Trinity alum who are TFA, or the TFA representative on campus, to ask for specific advice.  The interview day is a large factor in the decision making process and you should be as prepared as you can be.
Teach For America corps members are people who are determined to make a difference in the world, no matter what odds you are against.  If you can prove that you have worked relentlessly in the past, they know that you will continue to do it in the future.

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Last updated February 26, 2007