The periods of instruction are immediately followed by extended field experiences in the particular contexts for which students were prepared. The approach is developmental in nature and ensures application of theory in authentic practice. Founded on the belief that public education in the U.S. will not be world class until universities develop world-class models of teacher training, Project Promise began recruiting prospective teachers from fields as diverse as law, geology, chemistry, stock trading, and medicine. The ten-month program emphasizes problem solving, cultural awareness, and student needs as well as subject matter and pedagogical preparation. Candidates cycle through four or five intensively supervised nine-week teaching practica in very different settings and take part in regular peer coaching.
Evaluation is based on demonstrated performance rather than credit hours or seat time.
Graduates work with faculty mentors in their first and second years of teaching, bridging the gap between preparation and induction. Project Promise has received funding to conduct research, follow up with its graduates, and provide assistance to other public institutions seeking to implement a similar model. This collaboration has since expanded to include PS 165, PS 207, and the Beacon High School. Central to the partnership work is a fundamental concern for students learning and development, with a specific focus on issues of equity, diversity, and inclusion. Since replacing its traditional, four-year education major with five years of preparation nearly ten years ago, Trinity s program integrates more arts and sciences courses with educational course work to ensure solid disciplinary grounding and attention to content pedagogy.