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within the first five years (Ingersoll & Smith, 2003; Latham & Vogt, 2007; Perrachione et al.,
2008). Other P3T candidates may choose to remain in teaching, but may obtain a higher-paying
job with a non-Partnership School district and repay the scholarship award. Such a choice is
disconcerting, given that candidates were informed of the commitment they were making when
they accepted the award. Nevertheless, the higher than expected number expecting to fulfill their
obligation supports the use of contracted scholarships as a recruitment incentive for teachers.
In regard to the focus group question on classroom management, Respondent 1 stated,
“Urban settings are a total shock; very different than anything else.” Additionally, Respondent 2
reported, “It makes me angry that 30% of my teacher evaluation is tied to classroom
management, yet there is very little support and preparation to address classroom management.”
Respondent 3 stated, “The teacher education program prepared me for the academic side of
teaching, but not the behavior problems.”
In the follow-up question, “Do you think there should be additional Partnership School
sites made available to P3T participants?” Respondent 1 stated, “Absolutely not! We knew what
we were signing up for when we took the money!” Respondent 2 chimed in, stating “We are
filling a great need; if you opened up the opportunity to rural schools or less diverse schools, the
need would not be met. Partnerships schools are not for everyone – the P3T and MAT program
need to learn how to prepare Teachers of Record better.” Respondent 3 noted, “I agree. We took
the money, we will do it! We just need to be better prepared.” Respondent 4 stated, “I have
learned great skills that I can use anywhere by being placed in this setting.”
The qualitative data indicate that although P3T participants felt overwhelmed,
underprepared, and somewhat shocked about their initial teaching experience; yet, they felt
strong convictions toward teaching in highly-diverse urban school districts. They experienced
the great need of the districts and were willing to meet the need. The group expressed strong
consensus views about not opening up the P3T program to non-urban, less diverse schools, and
all focus group participants expressed a commitment to stay in the teaching profession, and in
highly-diverse urban schools.
Significance of the Study
The P3T has responded to a clarion call to increase the number of teacher candidates
entering the STEM fields, and more specifically, in highly diverse, urban schools. The P3T
approach to recruiting existing mathematics and science content experts coupled with the
intervention of a university-based transitional teacher education program can inform the field of
teacher preparation and improve teacher attrition rates. Given the importance placed on the
STEM disciplines and the calls from policy makers to build a pipeline for science and
mathematics talent, P3T is a timely catalyst for developing such opportunities for teacher
education and the STEM community at large.