After 30 years, Sara Constant retired from the job of teaching public school students and began teaching teachers.
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Initially hired as a University field instructor with the School of Education, Constant’s responsibilities grew and she eventually was named the coordinator of elementary undergraduate teacher education. One of her key duties is overseeing teacher placements.
Other duties include recruitment planning and events, organizing student workshops and collaborating with Teacher Education faculty and staff.
“Teaching is a very difficult profession that is underestimated by many outside the field. I love my job at the University because I have the opportunity to see the development of excellent teacher candidates who are well prepared and ready to make a difference in the lives of our nation’s youth,” Constant says. “Principals and cooperating teachers consistently comment on the academic preparedness of our students and on their professionalism.”
“Watching teacher candidates develop through the four semesters of the program is exciting and reinforces my faith in the future of our country. In addition, working with deeply committed and talented faculty and staff is a privilege I deeply cherish.”
Not all student teachers immediately take to their assignments, and often there are adjustments.
“We did have a student (teacher) last year who had some issues with confidence; who froze during a first grade lesson,” she recalls. “What teacher candidates have to learn about teaching is that it isn’t about them, it’s about their students.”
Constant says the student took that lesson to heart and overcame the problem. “It’s important to put the emphasis away from yourself and onto the learning. We function as a team here,” she says, “and we work to support our students.”
Besides knowing how to plan a lesson, there are other professional aspects to consider, such as dress. “Just learning how to present themselves appropriately in a classroom is an important first step.”
“Teacher candidates must be punctual and reliable,” Constant says, adding that, “reporting for class at 7:15 a.m. doesn’t mean arriving at 7:30.”
“Teacher candidates must be ethical. They must complete their assignments and have to be well-prepared academically,” Constant adds. “They have to know and engage students well, to learn their various learning styles, interests, background and knowledge, and they have to be able to build a positive productive classroom community.”
In undergraduate elementary education, U-M partners with six districts in Wayne and Washtenaw counties. Over the course of one year the University places 110-150 students in more than 25 elementary schools, Constant says.
“Over the past five years, we have developed partnership schools with cooperating teachers who are great mentors, who are interested in collaborating with teacher educators and whose practice supports our program.”
Constant can think of only one drawback to her job: “Becoming so embedded in work prevents me from spending as much time with my grandson as I would like.”
Originally from Pennsylvania, Constant has been married 41 years to husband John; they have twin married sons and one grandson. She enjoys practicing the piano and listening to music. She also loves to read and work in her garden.
