Dr. Jeremy Delamarter
I love teaching, whether my students are in high school or in grad school. There’s something magical about a community coming together to learn. I’ve found that when students come prepared, when they’re earnest and disciplined in their thinking, when they’re willing to ask honest and difficult questions, whatever lessons I had planned take on new life and new meaning. The class becomes more than the sum of its parts, and we walk away with more than just a new set of skills or a new set of facts; we walk away changed. The purpose of education isn’t merely to equip us to do something different; when it’s done right, education allows us to be something different.
I have the privilege of teaching in a wide range of programs at Northwest:
- the undergraduate (UG) and graduate-level (MIT) teacher certification programs;
- the alternative route Grow-Your-Own (GYO) program;
- the Master’s in Education (M.Ed.) program;
- the Ph.D. and Ed.D. doctoral programs with the Center for Leadership Studies.
In addition to the programs above, I’ve have the great honor of working every summer with Chinese teachers from the 271 educational group who are learning more about incorporating the best of Western education in a specifically Chinese context. This partnership has also allowed me to take undergraduate education students to China as part of an exchange. What a delight to work with colleagues around the world!
Although I’ve taught too many different courses to list here, the courses that I teach on a regular basis are:
- Data-Driven Instruction (MIT and GYO)
- Secondary Humanities Methods (UG and MIT)
- Educational Research Methods (MIT)
- Foundations of Learning (GYO)
- the edTPA seminars (UG, MIT, GYO)
- Educational Philosophy and Practice (M.Ed.)
- Guided Reading (Ph.D. and Ed.D.)
Before I came to Northwest, I was a high-school English teacher.
My current research focuses on the identity development of pre-service teachers. I’m particularly interested in how teacher preparation programs work to support students through the process of making the internal shift from “I am a student” to “I am a teacher.” This shift involves confronting and revising our expectations of teaching, expectations that have been shaped by our personal and educational histories, our own psychological needs, the books we’ve read, the movies we’ve seen, and the general cultural discourse surrounding education. Students don’t walk in to teacher preparation programs as blank slates; they walk in with clear and fairly rigid expectations of what being a teacher is going to be like. Unfortunately, both research and experience tell us that these expectations are often misaligned with reality, and, unless these expectations are amended fairly early on, teachers are likely to experience “practice shock,” the painful, disorienting, and often disillusioning reality check that frequently accompanies the first few years of a teacher’s career.
The question isn’t how we can help teachers avoid practice shock. Instead, preparation programs can work to turn practice shock from a place of disillusionment to a place a transformation, a place where new teachers have the skills and knowledge to confront their disequilibrium, understand it, and use it as a catalyst for growth.
- Delamarter, J. (2019). Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock. New York, New York: Palgrave MacMillan.
- Delamarter, J. (2019). “Not just an instructor:” How three pre-service teachers of color expect to impact their future students’ learning. The Teacher Educator (under review)
- Delamarter, J. & Wiederholt, K. (2019). The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expectations of Teaching. Action in Teacher Education (in press)
- Delamarter, J. (2015). ‘Shadow Narratives:’ A Theoretical Model for Understanding Pre-service Teacher’s False Expectations of Teaching. The Field Experience Journal (15).
- Delamarter, J. (2015). Avoiding Practice Shock: Using teacher movies to realign pre-service teachers’ expectations of teaching. Australian Journal of Teacher Education (40), 2.
- Delamarter, J. (2015). The Importance of Managing Expectations: A Challenge for Teacher Preparation Programs. Northwest Journal of Teacher Education Online. http://nwate.com/2015/04/01/the-importance-of-managing-expectations-a-challenge-for-teacher-preparation-programs/
- Lillejord, J. & Delamarter, J. (2015). Using a CORE Cohort Model to Close the Achievement Gap for Underserved Ninth Grade Students. Washington State Kappan, 9(1), 23-29.
- Delamarter, J. (2013). Literary practice and imagined communities at Christian secondary schools. Journal of Research in Christian Education, 22 (3), 283-300.
Selected Conference Presentations
- Delamarter, J. (2019). “Not just an instructor:” How three pre-service teachers of color expect to impact their future students’ learning. National Field Experience Conference.
- Delamarter, J. (2018). Race and Re-Imagination: Pre-service Teachers of Color and their Expectations of Teaching. National Race and Pedagogy Conference.
- Delamarter, J. (2018). Understanding Pre-Service Teachers’ Expectations of Teaching. National Field Experience Conference.
- Delamarter, J. (2016). A Tale of Two Cities: A Chinese/American Teacher-Training Partnership. Symposium: Educational Trends and Innovations around the World.
- Delamarter, J. (2016). Using Metaphors to Help Pre-Service Teachers Reflect on their own Growth. National Field Experience Conference.
- Delamarter, J. (2015). Reclaiming Reality: helping pre-service teachers confront and revise their false expectations of teaching. National Field Experience.
- Delamarter, J. (2014). Hollywood and Practice Shock: Using Teacher Movies to Adjust Pre- Service Teachers’ Expectations. Northwest Association of Teacher Educators.
- Delamarter, J. (2013). Benedict from the Outside: What One Protestant Professor is Learning from The Rule Benedictine Pedagogy Conference.
- Delamarter, J. (2012). Money, Manpower, and Measurement: how smaller districts can adapt best-practices to effectively mentor teachers. WSASCD/OSPI/WASA Annual Conference.