Rodel Exemplary Teacher with her mentees

Recognition for Rodel’s Teacher Initiative

The National Council on Teacher Quality (NCTQ) has been reviewing and analyzing teacher preparations programs for the past several years. They shared, The Rodel Teacher initiative is “perhaps the finest example of a model student teaching program in the nation,” according to the report Student Teaching in the United States (2011) released by the NCTQ. “Features of the Rodel Teacher Initiative provide inspiration for all student teaching programs. …the program has been an unconditional success.”

Feedback from Principals about Rodel Graduates

Please share differences observed between graduates of the Rodel Teacher Initiative and teachers with similar years of experience:
  • “She has very high expectations of her students and works hard to get the entire student body to aspire to a higher level of education. College support is incredible and it is all due to my Rodel teacher.”
  • “The BEST rookie teacher I have ever seen. I was searching for a way to nominate her for this and there wasn’t such a thing.”
  • “Heather’s confidence is superior to others with similar experience. This confidence translates into a well-adjusted class where students love to be present. I would want my children in her class.”

How Rodel Promising Student Teachers Are Selected

  • In partnership with the major universities and colleges in Arizona, education students are encouraged to apply to become Rodel Promising Student Teachers.
  • Interested candidates submit an application packet to their college of education, including references from professors and recommendations from school advisors.
  • Rodel’s selection committee reviews all application packets and conducts interviews with qualified candidates.
  • Rodel Promising Student Teachers are selected to participate in Rodel seminars and are paired with a Rodel Exemplary Teacher mentor who will guide them through their student teaching experience.
  • Rodel Promising Student Teachers are recognized in a Rodel press release each semester.
  • Once they become certified, Rodel Promising Student Teachers are asked to commit to teach for three years in a qualifying Arizona school in order to become Rodel Graduates.
  • “I have never had a more positive and eye-opening experience, than I did during my student teaching.  Everything I was able to take away from the Rodel seminars and the time I spent with Darlene will continue to help me grow as an educator.  I can’t even begin to explain how much this program has made me grow.”

    Victoria Hochuli, 2011 Rodel Graduate
    Victoria Hochuli
  • “I am very fortunate for the opportunity to work with not one, but two exemplary teachers in my teacher education training. Without their guidance I would not be nearly as prepared for my next venture in the field of education. I look forward to the next semester with even more training to come. I’m so thankful for the opportunity to grow as a teacher through this program!”

    Amanda Donajkowski, 2012 Rodel Graduate
    Amanda Donajkowski
  • “I feel so blessed to be part of Rodel and to have had the experiences I did during student teaching. I have never felt so welcomed and supported in all of my schooling. Jennifer Silberschlag was absolutely amazing and has become a model to me of the kind of teacher and person I want to be. I feel that I can accomplish anything and make a difference in any classroom I teach.”

    Hannah Flannery, 2010 Rodel Graduate
    Hannah Jarvis
  • “The experience that I’ve had as a Rodel Promising Student Teacher was more than I could have possibly asked for. The mentor teacher that I was placed with was excellent–and any student teacher who has the chance to work with her is extremely lucky. I feel more prepared coming out of the Rodel program than I would from just the regular ASU program.”

    Ryan Brandt, 2011 Rodel Graduate
    Ryan Brandt

Program Timeline – Fall 2016 Rodel Promising Student Teachers

Click on the month tabs below for detailed information about the application and selection timeline for Rodel Promising Student Teacher candidates.

January 2016

  • Application materials for Fall 2016 student teachers are available here. Rodel Promising Student Teachers must be enrolled in a Rodel partner college or university, plan to student teach in Maricopa, Coconino, Pima, or Yuma county, and be committed to teach for three years in a high-need Arizona school once they receive their certification.

March 1, 2016

  • Deadline for submitting Rodel Promising Student Teacher applications and references to Rodel.

March 2016

  • Rodel evaluates applications and interviews selected applicants.

April 2016

  • Fall 2016 Rodel Promising Student Teachers are announced.
  • Orientation Seminar takes place.
  • Introductory Seminar takes place.

August 2016

  • Fall 2016 student teachers begin their field experience with Exemplary Teacher mentors.

October 2016

  • Follow-up Seminar takes place.

November 2016

  • Effective Teaching Seminar takes place.

Professional Development Expectations

Click on the tabs below for detailed information about the professional development expectations for Rodel Promising Student Teachers before, during, and sometimes following the student teaching field experience.

Prior to Student Teaching

Each Promising Student Teacher will attend two trainings prior to the beginning of their student teaching experience. These two trainings will include:

  • Promising Student Teacher Orientation – This seminar is an introduction to practice of teaching, it includes examples of “what to look for” and lesson planning strategies.
  • Introductory Seminar – This seminar focuses on developing the mentor/mentee relationship. There is a strong emphasis placed on learning the foundations of the mentor teacher’s classroom culture, communication, receiving effective feedback, classroom expectations, and evaluation processes.

During Student Teaching

Each Promising Student Teacher will attend trainings after beginning their student teaching experience. These trainings will include:
  • Follow-Up Seminar – This seminar will focus on teaching students in low income communities, effective classroom practices, building relationships, procedures and routines, engaging students, cooperative structures, and classroom management. This training will also include information on the job search, preparing for the interview, and identifying the right school fit for you.
  • Effective Teaching Seminar – This seminar will focus on effective teaching practices, teaching strategies, teaching techniques, classroom management, and utilizing data.

Additional Seminars

Additional seminars are provided based upon the student teacher’s university and may include:
  • Preparing for your observation
  • Data driven decision making

Rodel Teacher Initiative Independent Evaluation Results

Comparing the standardized test scores of students in classrooms with Rodel Promising Student Teacher (RSPT) Graduates to the statewide pass rates for Arizona students in the same and similar schools (as measured by their free and reduced lunch rates) reveals that students in classrooms (grades 3 through 8) taught by RPST Graduates are statistically significantly and descriptively higher than students in NON-RPST Graduate classrooms.*

RPST Graduates were observed displaying the characteristics of an effective teacher statistically significantly more often than their non-RPST peers. Specifically, the graduates excelled in:

  • Lesson planning.
  • Maintaining positive classroom climate
  • Interactions reflecting collaborative working relationships between teacher and students
  • classroom climate respected students’ ideas, questions, and contributions, (c) classroom climate encouraged all students to participate, and (d) classroom climate encouraged honest expression and risk taking.
  • Classroom management *

There was a statistically significant difference observed in terms the type of instruction. The RPST Graduates spent more time directly interacting with their students whereas the non-RPST teachers spent more time lecturing with student discussion.

Principals rated RPST Graduates generally more effective than comparable non-RPST teachers with the percentage of principals suggesting that they were “more effective.*

*2011 Exemplary Teacher Initiative Evaluation (Atkinson)