"You're not going to like me very much during the process, but when you're done, you'll like it. You'll be glad."
You have to follow Dr. Teresa Carroll on her rounds for a day, or even a semester, to comprehend the level of dedication and the amount of work she puts in so that the school development program functions. From the Drury campus to neighborhood school classrooms, Carroll's Drury students scatter every day to design and use lesson plans. These teachers in training don't practice the plans on each other. They have a tougher audience: real students. Making sure everyone learns is a challenge. "It's a lot harder to teach in a setting like this than it is to just stay in a classroom and teach," says Carroll, who has been an integral part of the program since joining the faculty in 1998. "You're running - literally running - from one school to the next, and up and down flights of stairs to observe your students."
She rotates through 10 to 15 classrooms to be sure math and science lessons are on target and student teachers properly prepared. "I will not tolerate them not being prepared because of all the people that affects."
Carroll instills a sense of responsibility, a commitment to preparation and a good work ethic in her students, who then pass it on to their students. Her classes include a rigorous process of learning, planning, developing lesson objectives and strategies, implementation and thorough reflection and evaluation that is a cut above most teacher education programs.
"We have a lot of fun, but at the same time, I know I'm hard," Carroll admits. "I have a sincere love for children. I want good teachers out there. I want to make sure the people that I sign my name to are good teachers. I tell them at the beginning of the year, 'You're not going to like me very much during the process, but when you're done, you'll like it. You'll be glad.'"