TEACHING SCHOLARS Contact: Mr. Ivin Doctor, (718) 982-2728.

In all of the Discovery Institute's programs, the most crucial resources in fostering classroom interest and achievement are the teachers. The rapidly developing crisis in education in our country is compounded by a diminishing pool of talented students who are considering careers as teachers, and as the Institute's programs grew in number and scope, it became apparent that simply working with teachers already in classrooms did not address the need for recruiting new teachers. For some capable students, a simple lack of familiarity with the prospect and process of teaching as a profession is an obstacle to their choosing education as a career.

In keeping with the Institute's preferred approach, we have integrated recruitment with our other programs by creating a Teaching Scholar program. The Institute began the program six years ago as part of an NSF-funded Center for Excellence in Teacher Preparation (CETP) program, and it was expanded first when the Institute was granted a USDOE Gear Up grant, and still further with funds from the CUNY College Now program. In September of 2002 the Teaching Scholars received major additional funding from two new USDOE grants: Teacher Quality Enhancement (TQE) and Transition to Teaching (TTT), and also receives funding from New York State Senator John Marchi's office.

Our Teaching Scholar program invites college students who may be interested in becoming teachers, as well as those who are considering other professional fields, into collaborating public school classrooms to assist teachers who participate in other Institute programs. The Scholars experience actual teaching situations, and our goal is to introduce the satisfying personal experience and essential feeling of community that stems from helping others learn.

Before receiving an assignment, each teaching scholar passes through a series of orientation sessions that are led by master teachers at the Discovery Institute, and that address such issues as classroom management techniques, classroom behavior, and tutoring methods. Above all, the Scholars are made aware of the kinds of academic and social needs of students they are likely to encounter, and they are taught to anticipate these needs.

Teaching Scholars begin their appointments by assisting students with their core academic skills through one-on-one and small group tutorial sessions. Additional experiences may include directly assisting teachers in their classrooms and laboratories, mentoring students' research projects, and guiding students during computer-learning activities. Under the direct supervision of classroom teachers, the assistance they provide is always within the realm of teaching, and always includes direct contact with students.

In addition to receiving valuable classroom experience within controlled settings that lead to proficiency in the subtle intricacies of relating to students and in a variety of classroom management techniques, Teaching Scholars receive a stipend as well as tuition assistance for education courses at the College. Most importantly, the Discovery Institute encourages Scholars towards careers in education, with the hope of establishing the next generation of teachers.

To date, more than two-thirds of our Scholars who have graduated from college, most of whom did not originally intend to pursue teaching, have accepted teaching positions in local schools.

To become a teaching scholar, students must be:

Willing to share their academic expertise with elementary, intermediate and high school students on Staten Island or in Brooklyn, Energetic, responsible and committed, Maintaining a G.P.A. of 3.00 or higher, and Available from 6 to 15 hours per week (for $10 per hour).