Retired principal spends 10 years training student teachers
As a long-time principal at Henrico County’s Skipwith Elementary School, David Moore knows first hand that good teachers make a good school. When hiring teachers, he looked for competent, professional individuals because he knew the school would run better and, he jokes, would make his job easier. Who better, then, to help undergraduates become the kind of teachers that schools need and principals and school administrators want to hire?
Ten years ago, Moore became head supervisor and director of placement for student teachers in the University of Richmond’s Department of Education. Since he had already retired from the public schools, he came to work part-time, making connections between the public schools and the department, and quickly became an essential part of the student teaching program.
“I loved the working atmosphere of the University,” Moore said of his decision to go back to work full-time. “And I especially loved the caliber of students I was meeting with.”
Fifty years in the education field had helped Moore understand the needs of the public schools. His insight made him the ideal candidate to help the department create good teachers who are willing to learn and adjust.
“As a teacher, it’s not necessarily about knowing the most content,” Moore said. “You can always read up on that. What’s more important is that you are flexible and know how to be a team member. You have to understand how to work together with the rest of the faculty.”
Among the qualities Moore deems essential in teachers, he stresses professionalism. Teaching is a serious business, he said, and affects lives in crucial ways.
“Quality teachers are those who can balance content and human relations,” Moore added. “Few of us can remember which teacher taught us what. But we will remember what a teacher did for us—those who took the extra time or made the effort to connect.”
Moore’s straight talk is an education in and of itself. In working with student teachers, he helps them understand exactly what will be expected of them, both in the upcoming eight weeks as student teachers and after graduation when they enter the field as professionals.
Student teaching at Richmond is an intense experience, lasting from the first morning bell through to when the last bus leaves in the afternoon. Many universities stretch the experience over a longer period of time, sending students into classrooms for just a few hours each day. At Richmond, students learn the practical applications of their craft in a concentrated eight weeks, demonstrating their capacity to work the long hours teaching requires.
“Student teaching is so important because students need first hand experience,” Moore said. “There is no misunderstanding what it’s like to be in the classroom all day.” The program is an important part of the education department’s curriculum, especially because of the high percentage of teachers around the country who feel unprepared and change professions after their first two to three years in the classroom.
“Sure, they’ll be scared at first,” Moore said of his students beginning their two-month teaching stint. “But they’ll get over it. They have to know what they’re going to be dealing with.”
As director of placement, Moore holds a student teacher seminar every Friday. All student teachers, the majority of whom are senior education minors, gather to share classroom experiences and receive guidance from Moore. Moore’s rule is that students are not allowed to complain in the sessions: the point is to share their experiences. Every participant must find at least one positive experience to share each week.
Moore serves as a career advisor for his student teachers, aware that teaching may not be the right job for everyone in the program. For those with a desire to teach in specific geographic locations, Moore helps them make teaching connections all over the country.
Moore would like to see more Richmond students heading into the classroom after graduation. Recently, provisions have been made for Richmond students who decide late in their academic careers that they’d like to teach. The program has also worked to accommodate student-athletes and students who want to study abroad. Students who have not been able to complete the student teaching requirement before graduation are able to come back to Richmond the following semester, at reduced tuition rates, to complete the program. Moore hopes that the program’s increased flexibility will allow more Richmond undergraduates to pursue teaching.
“In all my years in education, I’ve seen the best student teachers come out of Richmond,” Moore said. “My ultimate goal is for other departments on campus to encourage all their bright students to become teachers.”
According to Moore, there’s plenty of reason for students to consider the program. Richmond student teachers have been highly recruited by area public schools, both as student teachers and for full-time positions. Moore gives the credit to the Department of Education’s leadership and the quality of students matriculating into the program.
Moore will retire this spring but will leave a legacy of teachers who understand the seriousness of their profession and are prepared to go into the classroom, meeting the needs of students and of the public schools.