GCU TODAY • 1 1
RODEL’SMEASURE
OF SUCCESS
GCU’s College of Education places well-trained
student teachers across the U.S., but local efforts
are intensified through a partnership with the
Rodel Foundation of Arizona. Initiatives include:
Exemplary Teacher Initiative
It began in 2004 as a way to recognize teachers in
low-income communities who exceed expectations and
use limited resources to help students excel. Principals
nominate top teachers, and Rodel confirms nominees by
reviewing years of achievement records and other data.
The 2015 cohort of Exemplary Teachers included three
GCU grads —Martha Daniels (Ruth Fisher Elementary,
Tonopah), Stephanie Lund (William C. Jack Elementary,
Glendale) and Sylvia Miller (Western Valley Elementary,
Phoenix). They are among 168 teachers statewide,
including other GCU alumni, to earn the honor.
Promising Student Teacher Program
Since 2004, the Rodel Foundation has placed nearly
700 student teachers in Arizona schools. The 16-week
placement in the classroom of a Rodel Exemplary Teacher,
who serves as a mentor, occurs in the last semester of the
undergraduate or master’s program. Student teachers
earn a $1,000 waiver toward college tuition and a $5,000
award from the Rodel Foundation after completing the
program and teaching in a qualifying school for three years
after graduation.
GCU placed seven students in the program this year,
although the College of Education has been approved to
provide scholarships for up to 20 in the Rodel program in
2015-16 and beyond. Three GCU Rodel student teachers
this spring are among 23 previously selected.
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‘Not just a job’
As Pérez high-fived a student during a recent class, his red prayer bracelet
with a red cross slid down his wrist. He is constantly trying to boost their
morale and give them recognition for doing well and honest criticism
when they’re not.
“We want students who are going to be committed to the classroom,
who want to be teachers,” said LaPrade, who came to GCU with an
inner-city Phoenix teaching background. “I think our Christian heritage
also gives us a leg up there because this is a way to live out our faith — to
teach. It resonates as a calling or vocation, not just a job.”
The Rodel placement taught Pérez effectiveness and consistency. He
worked directly with Mendoza, his mentor teacher, on specific methods
to manage a class. Now he strategically pairs students and configures
seating based on specific needs, as she taught him.
Pérez said he remembers Mendoza’s first words to him, something
like, “Whatever fairy tale ideas you have, you will quickly learn the
reality of what it takes to get these kids to be successful and ready.”
GCU helped him refine his classroom practices, but that even tone
of voice that has made him successful with children was developed in a
Rodel classroom, by observing Mendoza and practicing in her presence.
“I really credit a lot to GCU, to Rodel and especially to her,” Pérez
said, adding that he also has been conditioned to be an encourager.
When his students need guidance, he considers his response more out
of personal duty than doing a job. He’s unfailingly honest, as difficult as
that can be with children who have had tough lives.
“I always put it back on the choices they make and remind them that
they’re only here for one reason — to learn,” Pérez said. “That helps
motivate them to meet my expectations and to succeed.”
Adyerine López Ayon, 7, enjoys a book before returning to “Mr. Pérez’s”
classroom at Sunset Elementary.
