Graduates of CSUSM's School of Education are widely acknowledged by many regional school districts as among the best prepared for the challenges and opportunities in the classroom. One key element that has contributed to the rigorous and thorough preparation of teacher-candidates can be attributed to the groundbreaking Distinguished Teachers in Residence (DTiR) program, celebrating its 20th year.
Designed as a collaborative partnership between school districts and the College of Education (now known as the School of Education), one of the primary goals of the DTiR program is to establish and maintain a close connection between teacher education and exemplary school practice by ensuring that new teachers prepared by CSUSM are well grounded in current teaching concepts.
Harry Weinberg, often referred to as "Mr. Education" in regional K-12 circles, worked with founding College of Education Dean Steve Lilly, CSUSM faculty and school districts to launch the program. He says an important component is the practical knowledge that master teachers bring into the classroom at CSUSM.
"We knew so many wonderful teachers and we thought, `wouldn't it be great if [CSUSM] students could work alongside and learn from these master teachers?'" said Harry, who was superintendent of the Valley Center School District at the time. He later went on to become the San Diego County Schools superintendent and is now himself a member of the faculty at Cal State San Marcos.
Through a competitive process, practicing teachers apply to assume two-year faculty positions at CSUSM and become Distinguished Teachers in Residence. When they begin their new role, they become members of the faculty, teaching classes, mentoring CSUSM students, participating in committees and providing important links back to their home districts.
Sandra Orozco, an elementary school teacher with 17 years of experience from the San Marcos Unified School District, and Corey Espeleta, a middle school teacher with 18 years of experience from the Carlsbad Unified School district are two of the three Distinguished Teachers currently on staff at CSUSM. Both agree that their experience as Distinguished Teachers have been the highlight of their careers.
Charles Medved is working toward earning a multiple subject credential and is completing his clinical practice in a kindergarten classroom at Twin Oaks Elementary School.
"Sandra (Orozco) is the top professor I've ever had," he said."I respect her advice, she wants to help you improve. I call her classes `sticky learning' because the things she says really stays with you, it's very practical advice that I can use and remember."
After observing Medved teaching, Orozco provides a critique. "This is an opportunity for me to share my knowledge and a chance for him to start questioning and improving his own methods," she commented. "It's the beginning of a cycle of professional development that will continue throughout his whole career."
In return for sending a teacher to CSUSM for two years, school districts reap the benefits of having CSUSM professors work with them on collaborative projects. The added teaching resources of the Distinguished Teachers in Residence allow tenure-line faculty to apply for a time release grant to work with and address participating school districts' issues.
"Nobody was doing this at the time [20 years ago]," said Lilly. "This is a program that went against the grain but has since been replicated at other universities."
"Great teachers learn from other great teachers, and, at its core, that's exactly what the Distinguished Teachers in Residence program is all about,” reflected Weinberg.
Designed as a collaborative partnership between school districts and the College of Education (now known as the School of Education), one of the primary goals of the DTiR program is to establish and maintain a close connection between teacher education and exemplary school practice by ensuring that new teachers prepared by CSUSM are well grounded in current teaching concepts.
Harry Weinberg, often referred to as "Mr. Education" in regional K-12 circles, worked with founding College of Education Dean Steve Lilly, CSUSM faculty and school districts to launch the program. He says an important component is the practical knowledge that master teachers bring into the classroom at CSUSM.
"We knew so many wonderful teachers and we thought, `wouldn't it be great if [CSUSM] students could work alongside and learn from these master teachers?'" said Harry, who was superintendent of the Valley Center School District at the time. He later went on to become the San Diego County Schools superintendent and is now himself a member of the faculty at Cal State San Marcos.
Through a competitive process, practicing teachers apply to assume two-year faculty positions at CSUSM and become Distinguished Teachers in Residence. When they begin their new role, they become members of the faculty, teaching classes, mentoring CSUSM students, participating in committees and providing important links back to their home districts.
Sandra Orozco, an elementary school teacher with 17 years of experience from the San Marcos Unified School District, and Corey Espeleta, a middle school teacher with 18 years of experience from the Carlsbad Unified School district are two of the three Distinguished Teachers currently on staff at CSUSM. Both agree that their experience as Distinguished Teachers have been the highlight of their careers.
Charles Medved is working toward earning a multiple subject credential and is completing his clinical practice in a kindergarten classroom at Twin Oaks Elementary School.
"Sandra (Orozco) is the top professor I've ever had," he said."I respect her advice, she wants to help you improve. I call her classes `sticky learning' because the things she says really stays with you, it's very practical advice that I can use and remember."
After observing Medved teaching, Orozco provides a critique. "This is an opportunity for me to share my knowledge and a chance for him to start questioning and improving his own methods," she commented. "It's the beginning of a cycle of professional development that will continue throughout his whole career."
In return for sending a teacher to CSUSM for two years, school districts reap the benefits of having CSUSM professors work with them on collaborative projects. The added teaching resources of the Distinguished Teachers in Residence allow tenure-line faculty to apply for a time release grant to work with and address participating school districts' issues.
"Nobody was doing this at the time [20 years ago]," said Lilly. "This is a program that went against the grain but has since been replicated at other universities."
"Great teachers learn from other great teachers, and, at its core, that's exactly what the Distinguished Teachers in Residence program is all about,” reflected Weinberg.