Service Learning Experiences for Pre-Service Teachers AMLE University of South Carolina Aiken Bridget Coleman, Deborah McMurtrie, & Gary Senn University of North Carolina Asheville Nancy Ruppert

Service Learning in Middle Level Teacher Preparation Effective, early field experience through service- learning Engages pre-service teachers in self-reflection Impacts Middle Grades Students

The Service Learning Project Middle school and university partnerships Research from two universities  University of South Carolina Aiken  University of North Carolina Asheville 20 hours of volunteer work at a diverse, low socio-economic level middle school

Service Learning Goal Help pre-service teachers understand the unique characteristics and needs of young adolescents from diverse backgrounds, and to establish mutually respectful relationships that support their intellectual and personal development.

This We Believe This We Believe states that educators value young adolescents and are prepared to teach them. Effective middle-level educators must understand the developmental uniqueness of this age group and need specific preparation before they enter middle-level classrooms.

Research Questions 1.What assumptions and expectations do pre-service teachers have about young adolescent students from racial, ethnic, cultural, or socioeconomic backgrounds different than their own? 2.How do the pre-service teachers’ perceptions, attitudes, and beliefs about diversity shift as they engage in a 20- hour service learning project at a diverse, low SES middle school over the course of one semester?

Research and Findings Common benefits of service learning found through the research at both universities Quantitative and Qualitative Data

Research Revealed… Increased knowledge and understanding of the nature and needs of young adolescents, which is critical to becoming an effective middle school teacher. Positive dispositions such as confidence and embracing opportunities to grow professionally.

Research Revealed… Increased awareness and appreciation for diverse students from various cultural and socioeconomic backgrounds. Engaged pre-service teachers in self-reflection and challenge stereotyped assumptions about students from diverse backgrounds. The experience was life-changing and served as a catalyst to making a commitment to work with this age group.

Research Themes Knowledge of young adolescent development Advocacy for young adolescents Family and cultural diversity Dispositions and professional behaviors

This experience gave me new insights into adolescent development. 1.Strongly Disagree 2.Disagree 3.Neutral 4.Agree / Strongly Agree USCA, 7-semester period, n = 137 McMurtrie, 2012

This experience gave me new insights into adolescent development. 1.Strongly Disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly Agree UNCA, Ruppert, 2012

Knowledge of Young Adolescent Development Candidates clearly indicated that they gained increased knowledge of the unique characteristics of young adolescents. Theme 1

Pre-Service Teacher Reflections “I learned that each student is different and unique, each having a personality of their own.” “I learned that students are easily distracted by their own lives. Adolescents have so many things going on that it may be hard to focus on schoolwork. It is our job as a teacher to show them that school does matter; that it is a key for their future.”

Pre-Service Teacher Reflection “Most importantly, I learned that the students are just kids. They don’t quite understand how the world works and they are still piecing it together, whether or not they show it. Even if they are cruel to you, they still deserve your compassion, however difficult that may be.”

Advocacy for Young Adolescents USCA, McMurtrie, semester period, n = 137 “I had opportunities to work effectively with at- risk students.” Agree / Strongly Agree Responses Theme 2

Advocacy for Young Adolescents As a result of lower ratings on Survey Question #7 over several semesters, University A added a mentoring component to the project and provided clarification of expectations for pre-service teacher involvement in the classroom.

I had opportunities to work with at- risk students. 1.Strongly Disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly Agree UNCA, Ruppert, 2012

Advocacy for Young Adolescents “With a little understanding and showing her that I cared, one student opened right up to me. She was in the habit of not turning in her homework and by the end of my time, she was turning in her assignments and focusing better in class. I realized that this particular instance is really what teaching is about, touching lives.”

Family and Cultural Diversity I had a strong connection with one girl. At first, I chose her to be my mentor student because she was completely different from me. Her hair was a mess and her clothes seemed to be passed down. I assumed that she would be unmotivated, and thought to take it upon myself to promote that focus and drive; but boy, was I wrong! … Theme 3

… She was probably the smartest student in the class! She wanted to be challenged. She was the motivator at her table. She not only proved my assumption wrong, she also gave me hope in our future generation.

Pre-Service Teacher Reflection “The diversity of the students in the classroom was another important thing I observed. It was pretty clear that the students came from many different socioeconomic backgrounds with diverse family structures. A lot of these students were just looking for an individual to take an interest in them, to guide them, and offer help in a way that is positive and constructive.” Theme 3

Dispositions and Professional Behaviors

My knowledge and interest in middle level education increased. 1.Strongly Disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly Agree UNCA, Ruppert, 2012

Professional Dispositions Survey Q #4: This experience provided opportunities for professional growth. Survey Q #5: This experience increased my confidence in working with students. USCA, 7-semester period, n = 137 McMurtrie, % 88% Agree / Strongly Agree Responses

“I really feel prepared now, and each time I work with the students in the service work I get more confident… I also find myself really enjoying the experience, and I had an “aha” moment two weeks ago. I taught the lesson, the kids did it, and they succeeded, and had fun. I felt a sense that I really can teach…”

Based on the Essential Attributes of This We Believe, which of the attributes did you get to experience from the IRL experience? 1.Developmental Responsiveness 2.Challenging 3.Empowering 4.Equitable UNCA, Ruppert, 2012

Major Changes As a result of this experience, several pre-service teachers changed their majors to middle level education.

Pre-Service Teacher Reflections “I gained an entirely new perspective on middle school and middle school students. In fact, after completing my hours, I decided to add on a middle-level certification to my major, which I had never considered before.” “I had never considered teaching in middle school but because of this placement, I learned that I am passionate about this age group. I am changing my major to middle level education!”

Impact on Pre-Service Teachers “This has been a life changing experience for me. I will definitely take the things I have learned and apply them to my job as an educator in the future.” “I had lost my vision, my passion, and my desire to become a teacher at one point this semester…. [This project] has encouraged me to keep striving to do my best so that I can impact the lives of adolescents through teaching.”

Tools / Resources Evaluation Surveys  Pre-service Teachers Pre-service Teachers  Mentor Teachers Mentor Teachers Middle Level Candidate Rubric Release Form

Funded by the SC Commission on Higher Education under the auspices of the EIA Teacher Education Centers of Excellence Grant Program In partnership with ▫ Aiken County Public Schools ▫ Edgefield County Public Schools ▫ Ruth Patrick Science Education Center ▫ University of South Carolina Aiken