Twenty-eight (28) new awards were made in FY 2009.
Arizona Grantee Abstract
|Grantee Name:||Arizona Board of Regents- Arizona State University|
|Project Name:||PDS NEXT Project|
|Project Director:||Scott Ridley, Ph.D (602) 568-2070|
|Partner Districts/LEAs:||Mesa Unified School District (USD); Sunnyside USD; Glendale Elementary School District (ESD); Osborn ESD, Phoenix ESD; Phoenix Union SD; Roosevelt ESD; Chinle USD; Ganado USD; Kayenta USD; Window Rock USD; Douglas USD; Gadsden ESD; Indian Oasis USD|
|Additional Partners:||National Institute of Excellence in Teaching; Rodel Foundation; University Public School Phoenix|
The goal of this project is to reform 25 historically struggling schools in the urban and rural partner districts. This will be accomplished by designing and implementing reformed, district-based pre-baccalaureate and masters (residency) teacher education programs that yield highly skilled new teachers that, by their second year of teaching, produce student achievement gain scores greater than the partner district average. This project will prepare a total of at least 600 exemplary new teachers through both pathways over the five year grant. A feature of this project is its work with the state’s community colleges. Well over 70% of the individuals who become teachers in Arizona on the pre-baccalaureate degree pathway matriculate through community colleges, so it is important that the universities help the community colleges reform their programs in both content and rigor to improve the pool of teacher candidates.
California Grantee Abstracts
|Grantee Name:||Bard College|
|Project Name:||Bard College Rural Teacher Residency Program|
|Project Director:||Ric Campbell, Ed.D (845) 758-7154|
|Partner Districts/LEAs:||Allensworth Elementary School District (ESD); Alpaugh Unified School District (USD); Bakersfield City ESD; Corcoran Joint USD; Delano Union High School District (HSD) and ESD ; Earlimart ESD; Edison ESD; Exeter Union HSD; Fairfax ESD; Farmersville USD; Hanford Joint Union SD; Kern Union HSD; Lamont ESD; Lindsay USD; McFarland USD; Pond Union ESD; Portersville USD; Reef-Sunset USD; Richland Union ESD; Stone Corral ESD; Tulare City ESD; Tulare Joint Union HSD; Wasco Union ESD and HSD|
|Additional Partners:||California Teacher Recruitment Project at Tulare County Office of Education; Resnick Foundation; Paramount Agricultural Companies|
The goal of this project is to improve student performance in some of the poorest rural areas in the country. This will be accomplished by improving teacher retention in these high-turnover areas, improving instructional delivery for English learners, and training teachers for delivery of California’s standards-driven curriculum. Over the 5-year grant, the project will recruit, train, and support 130 teaching residents for service in the high-need rural schools of the project's 25 partner school districts. The Paramount Bard Academy, a model early college high school that raises expectations of academic success by requiring its graduates to complete 30 hours of college course work, will serve as the laboratory school for teacher residents. Candidates placed at the school will be learning in a culture of high expectations for all students.
|Grantee Name:||Regents of the University of California- UCLA|
|Project Type:||Residency and Pre-Baccalaureate|
|Project Name:||UCLA IMPACT: Urban Teacher Residency|
|Project Director:||Julie Kane (213) 389-8932|
|Partner Districts/LEAs:||Los Angeles Unified School District|
|Additional Partners:||Los Angeles Small Schools Center; Alliance for a Better Community; Central American Resource Center; Families In Schools; Hollywood Chamber of Commerce; Abode Communities|
The goal of this project is to improve student achievement and increase teacher retention in an area with a severe shortfall of highly qualified urban teachers. This will be accomplished by preparing 180 teachers and teacher leaders working in high-need subject areas (math, science, special education, early childhood education) within a consortium of high-need, yet innovative pre-K-12 small autonomous schools and small learning communities. A feature of this project is to provide low-cost housing for new teachers as a tool to increase retention of teachers in high need areas.
|Grantee Name:||California State University, Los Angeles|
|Project Name:||Los Angeles Urban Teacher Residency Program|
|Project Director:||Diane Haager, Ph.D (323) 434-6158|
|Partner Districts/LEAs:||Los Angeles Unified School District|
|Additional Partners:||Families in Schools; Alliance for a Better Community; Central American Resource Center; United Teachers Los Angeles; Academy for Urban School Leadership; Mayor's Partnership for Los Angeles Schools; Mark and Eva Stern Math and Science School; WestEd|
|Program Website:|| http://www.lautr.org/index.html|
The goal for this project is to prepare teachers who are responsible for equity, excellence, and innovation in their classroom as well as for their entire school culture. This will be accomplished by establishing a 14-month teacher residency program that will prepare 250 teachers to enter into high-need Los Angeles public schools after receiving California state teacher certification and a master’s degree in education. A feature of this project is its partnership with the Mayor’s Partnership for Los Angeles Schools, the largest non-district school operator in Los Angeles, and the Los Angeles Pilot Schools Network which has autonomy over school budget, staffing, governance, curriculum and instruction, and schedule. Both of these partners provide more flexibility to the project than traditional schools, allowing for greater reform.
|Grantee Name:||California State University, Bakersfield|
|Project Name:||Central California Partnership for Teacher Quality Programs|
|Project Director:||Curtis Guaglianone, Ed.D (661) 654-2478|
|Partner Districts/LEAs:||Exeter Union High School District (HSD); Delano Joint Union HSD; Delano Union Elementary School District (ESD); Alisal Union SD; Gonzales Unified School District (USD); Kern Union HSD; Lamont ESD; Visalia USD; Wasco Union ESD; Wasco HSD|
|Additional Partners:||California State University, Monterey Bay; California Polytechnic State University, San Luis Obispo; Kern County Superintendent of Schools; Tulare County Office of Education; Center for Teacher Quality and Center to Close the Achievement Gap (California State University Chancellor’s Office); Apple Inc.|
The goal of this project is to close the achievement gap among students in central California. This will be achieved by reforming the teacher preparation programs at three partner universities: California State University, Bakersfield; California State University, Monterey Bay; and California Polytechnic State University, San Luis Obispo. The reforms will focus on the high need areas of science, math, and special education. A feature of this project is the breadth of their Central California partnerships to form “Networked Professional Learning Communities,” which will engage in ongoing collaboration fostering new teacher retention, and will develop skills for effective use of technology.
|Grantee Name:||California State University, Chico|
|Project Type:||Pre-Baccalaureate and Residency|
|Project Name:||Project Co-STARS|
|Project Director:||Phyllis Fernlund, Ph.D|
|Partner Districts/LEAs:||Palermo Union; Orland Joint Union; Marysville Joint Unified School District; Cascade Union|
|Additional Partners:||California State Department of Education; California Department of Developmental Services; National Center on Policy and Practice in Special Education; Just For the Kids; IRIS-West Center for Training Enhancements; California Business for Educational Excellence Foundation; Education for the Future Initiative; State Farm Insurance Co.; Far Northern Regional Center|
The goal of this project is to overcome patterns of low achievement among students with ethnic, cultural, linguistic and socioeconomic barriers. This will be accomplished through the development of teacher professional learning communities, the promotion and use of evidence-based teaching practices, enhanced professional development opportunities, and the collaboration of special and general education teachers. Over the five-year grant the project will graduate 170 teacher residents and 183 pre-baccalaureate undergraduates with a focus on elementary, bilingual and special education. A feature of this project is its focus on recruiting candidates from rural communities to teach in those communities, thereby reducing the teacher turnover in these rural schools.
|Grantee Name:||California State University, Dominguez Hills (CSUDH)|
|Project Name:||CSUDH Urban Teacher Residency Project|
|Project Director:||Sharon Russell, Ph.D (310) 243-3510|
|Partner Districts/LEAs:||Los Angeles Unified School District|
|Additional Partners:||Just For the Kids; Center to Close the Achievement Gap|
The goal of this project is to improve student performance in the target schools, which all have large percentages of low income, minority students and English learners with low achievement in math and science. To accomplish this, the program will recruit, prepare, place and retain 120 highly qualified math and science teachers. Participants will pursue a rigorous graduate-level course of study, completing a teaching credential in 12 months and a master’s in 18 months. A feature of this project is that the candidates will complete 70 hours of classroom observation before they begin their residencies, to expose them to the challenges of high-need schools.
Georgia Grantee Abstracts
|Grantee Name:||Kennesaw State University|
|Project Name:||Vertically Articulated Professional Development Schools|
|Project Director:||Bernadette Musetti, Ph.D (770) 423-6577|
|Partner Districts/LEAs:||Cobb County School District |
The goal of this project is to increase academic achievement for students in urban schools in Cobb County, Georgia. This will be accomplished through new teacher education programs with an urban emphasis at the elementary, middle, and high school levels. Programs will be offered through a cluster of seven feeder professional development schools in the partner district. Reforms of the current programs will focus on preparing candidates to teach in diverse urban communities and address the needs identified by the partner school district, including literacy, technology, families as stakeholders, students with disabilities, English Learners, and students of poverty. A total of 252 teacher candidates will be prepared through this project across the four main content areas during the five-year grant period. A feature of this project is vertical articulation across the seven professional development schools, covering grades K-12.
|Grantee Name:||Georgia State University|
|Project Type:||Pre-Baccalaureate and Residency|
|Project Name:||Network for Enhancing Teacher Quality (NET-Q)|
|Project Director:||Gwen Benson, Ph.D.|
|Partner Districts/LEAs:||Six Urban Districts in Partnership with Georgia State University: Atlanta; Clayton; Cobb; DeKalb; Fulton; Gwinnett; One Urban and Fourteen Rural Districts in Partnership with Columbus State University: Muscogee (Urban), Chattahoochee, Clay, Crisp, Dooley, Marion, Macon, Quitman, Randolph, Schley, Stewart, Sumter, Talbot, Taylor, Webster Eight Rural Districts in Partnership with Albany State University: Baker, Calhoun, Colquitt, Decatur, Dougherty, Early, Mitchell, Terrell|
|Additional Partners:||Clark Atlanta University (HBCU); Albany State University (HBCU); Columbus State University; Georgia Perimeter College; National Commission on Teaching and America’s Future; Georgia Public Broadcasting (GPB)|
The goal of this project is to increase the quality and number of highly qualified teachers who are committed to high-need schools, thus positively impacting the achievement of students in these schools. This will be accomplished by increasing the recruitment and support of prospective teachers in science, technology, engineering, and mathematics; special education; and English language learning, to meet the needs of urban schools in the Metro Atlanta area and to assist nearby rural high-need districts. A feature of this project is its partnership with two Historically Black Colleges and a two year community college to increase the number of people from underrepresented groups who become teachers. Another characteristic of this project is its intent to link to other teachers in residency programs across the country through a partnership with the National Commission on Teaching and America’s Future.
Illinois Grantee Abstracts
|Grantee Name:||Illinois State University|
|Project Name:||The Chicago Teacher Education Pipeline: Teacher Education and Assessment Continuum for High-need Educators and Resources + Principal Leadership in Urban Schools (TEACHER + PLUS) Project |
|Project Director:||Robert Lee, D.Ed. (773) 522-1780|
|Partner Districts/LEAs:||Chicago Public Schools|
|Additional Partners:||LISC/Chicago; Enlace-Chicago; UNITE; Chicago New Teacher Center; National Board Resource Center; Golden Apple Foundation; and State Farm Insurance Co.® Foundation|
The goal of this project is to fill a critical need for teachers in high-need subject areas for Chicago Public Schools (CPS). These areas include elementary education with multiple endorsements, English/bilingual language learning, special education, mathematics, and science. This will be accomplished by preparing 500 new teachers who will provide high-quality, inquiry-based forms of instruction to result in improved student performance and achievement. One aspect of the teacher preparation is creating a 4 year Urban Teacher Preparation Track by redesigning education and content specific courses to align with the needs of the partnering urban schools and communities. These courses and related clinical experiences will be conducted using year-long Professional Development Schools or other partner school sites, in three high-need Latino and African-American communities. A feature of this project is the Summer Teacher Education Partnership for Urban Preparation (STEP-UP) Program. STEP-UP Fellows will live in partner communities and teach in each community’s schools. Service learning activities tied together with relevant educational seminars will help teacher candidates learn more about how their role as “future teacher” fits together with the social, cultural, and educational landscape of this project’s community- and school-based partnerships and the expressed needs of the CPS District.
|Grantee Name:||National-Louis University|
|Project Name:||National-Louis University and Academy for Urban Schools Leadership Residency Program Project|
|Project Director:||Michael Whitmore (773) 534-0129|
|Partner Districts/LEAs:||Chicago Public Schools|
|Additional Partners:||City Year; Urban Teacher Residency United; Uhlich Children's Advantage Network; WestEd|
The goals for this project are to dramatically boost student achievement in the most high-need public schools in Chicago, and provide a model that holds the potential to change how universities, school districts and school management organizations work together to improve outcomes in the teaching profession. This will be accomplished through innovations in the recruitment, preparation, and retention of highly-qualified pre-service and in-service candidates, with an emphasis on introducing underrepresented groups and career professionals into the teaching force. Over the five-year grant, this project will prepare over 416 teachers to teach in the most troubled neighborhoods in Chicago by engaging residents in rigorous, graduate level coursework to earn a Master of Arts degree in Teaching, while undertaking a guided, twelve-month teaching apprenticeship alongside a trained and experienced mentor teacher. A feature of this project is the creation of a data feedback loop between teachers’ classroom performance and National-Louis University’s (NLU) teacher preparation curriculum. NLU will use this feedback system to inform and improve the teacher preparation curriculum for turnaround settings.
|Grantee Name:||The Board of Trustees of the University of Illinois-Chicago|
|Project Name:||Chicago Teacher Partnership Program|
|Project Director:||Ginger Reynolds, PhD (312) 996-5641|
|Partner Districts/LEAs:||Chicago Public Schools |
|Additional Partners:||Illinois State Board of Education; Illinois Board of Higher Education; Council of Chicago Area Deans of Education; The Chicago Community Trust; Chicago New Teacher Center; Loyola University Chicago; National-Louis University; Northeastern Illinois University|
The goal of this project is to improve the quality, suitability, and sustainability of the pipeline of teachers into the Chicago Public Schools (CPS). This will be accomplished at all partnering IHEs through new recruitment and selection strategies, common course sequences in reading, mathematics, and science that include completion of a subject matter endorsement, an approach to differentiated instruction that begins with the assessment of learner needs and then tailors research-based instructional strategies to these needs, and intensive clinical experiences that respond to the needs of CPS high-need schools. A feature of this project is that it will reform the teacher preparation programs across four partner universities: University of Illinois-Chicago, Loyola University Chicago, National-Louis University, and Northeastern Illinois University.
Indiana Grantee Abstract
|Grantee Name:||Trustees of Indiana University|
|Project Name:||STEM Teaching Residency with Dual Licensure in Special Education|
|Project Director:||Pat Rogan, Ph.D|
|Partner Districts/LEAs:||Indianapolis Public Schools|
|Additional Partners:||Woodrow Wilson Foundation; Urban Institute|
The goal of this project is to decrease teacher turnover and improve student achievement in Indianapolis schools. This will be accomplished by preparing about 50 teachers through a teacher residency program. Each teacher prepared will be dual licensed in special education and a STEM subject, with significant course work in teaching English language learners. A feature of this project is that after addressing the initial need for improved STEM teachers, Indiana University-Purdue University at Indianapolis plans to expand the program to all content areas.
Kansas Grantee Abstracts
|Grantee Name:||MidAmerica Nazarene University|
|Project Name:||Preparing Educators for Rural Kansas|
|Project Director:||Linda Alexander, Ph.D (913) 971-3529|
|Partner Districts/LEAs:||Copeland Unified School District (USD) 476; Deerfield USD 216; Lakin USD 215; Rolla USD 217; Stanton USD 452; Sublette USD 374|
|Additional Partners:||Kansas State Department of Education; Dodge City Community College; Garden City Community College; Seward County Community College; Southwest Kansas Service Center|
The goal of this project is to fill the need for highly qualified teachers in rural Kansas and to become a model for recruiting, training, and retaining educators for other rural areas. This will be accomplished by emphasizing literacy and content knowledge in teacher preparation courses. This reform addresses the locally identified need for all secondary teachers to view themselves as literacy instructors as well as content experts. In addition, MidAmerica Nazarene University (MNU) will collaborate with three rural community colleges to simplify the transition of prospective teachers from community colleges to MNU. By coordinating the community colleges’ curriculum with MNU’s curriculum, this project will increase the number of local residents that become teachers, thereby increasing the retention rate of teachers in these areas.
|Grantee Name:||Wichita State University|
|Project Type:||Pre-Baccalaureate and Residency|
|Project Name:||Wichita Teacher Quality Partnership|
|Project Director:||Sharon Iorio, Ph.D (316) 978-3301|
|Partner Districts/LEAs:||Wichita Public Schools|
|Additional Partners:||Kansas State Department of Education; Butler County Community College; Hutchinson Community College; Wichita Area Technical College; Cowley Community College; Rainbows United; The Opportunity Project|
The goal of this project is to improve the achievement of students in the high need, urban areas of Wichita, KS. This will be accomplished by improving teacher preparation through both a residency program and a pre-baccalaureate program. The teacher residency program will focus on early childhood special education. The core curriculum for all levels of concentration in both the residency and pre-baccalaureate programs will focus on urban education and diverse student needs, paying close attention to the literacy skills of the students in these high-need schools. A feature of the recruitment for the residency program is that it will target mid-career professionals interested in teaching. Additionally the project will work with several community colleges to facilitate the transfer of potential teachers to the Wichita State University teacher preparation programs.
Kentucky Grantee Abstract
|Grantee Name:||Western Kentucky University|
|Project Director:||Roger Pankratz, Ph.D (270) 779-8656|
|Partner Districts/LEAs:||Jefferson County Public Schools|
|Additional Partners:||Kentucky Education Professional Standards Board; Commonwealth Institute for Parent Leadership|
The goal of this project is to significantly improve student achievement in science and mathematics in the high-need high schools in Jefferson County (Louisville) Public Schools. This will be achieved by preparing 65 physics, chemistry, and mathematics teachers through a one-year residency experience. A feature of this project is the focus of their recruitment on recent college graduates with science or math content majors but no preparation in teaching, and mid-career professionals with strong math or science preparation. This will help address the area’s particular need for science and math teachers.
Louisiana Grantee Abstract
|Grantee Name:||Louisiana State University|
|Project Name:||Central Louisiana Academic Residency for Teachers|
|Project Director:||Gary Byerly, Ph.D (225) 578-4205|
|Partner Districts/LEAs:||Allen; Avoyelles; Catahoula; Grant; LaSalle; Natchitoches; Rapides; Vernon; Winn Parishes|
|Additional Partners:||Louisiana Department of Education; Louisiana State University, Alexandria; Orchard Foundation; Rapides Foundation; Urban Learning and Leadership Center; Advanced Learning Partnerships; Gordon A. Cain Center|
The goal of this project is to improve student achievement in high-need rural districts. This will be accomplished by increasing the number and quality of science and mathematics teachers in central Louisiana. Over the five-year grant, 60 teacher candidates will receive Master of Natural Science degrees within an intensive 15-month program and be prepared to teach Advanced Placement and Dual Enrollment mathematics and science courses, dramatically increasing the number of students who have the opportunity to learn higher level mathematics and science. This project includes a leadership initiative designed to build the capacity of teacher, school, and district leaders in the partnering school districts.
Missouri Grantee Abstract
|Grantee Name:||University of Missouri on behalf of UM-Kansas City|
|Project Name:||Institute for Urban Education Change Agents for Urban School Excellence|
|Project Director:||Jennifer Waddell, Ph.D (816) 235-2443|
|Partner Districts/LEAs:||Kansas City, MO School District; Hickman Mills C-1 School District; Kansas City, KS Public Schools|
|Additional Partners:||Civic Council of Greater Kansas City; Kansas City Regional Professional Development Center; Zimmer Companies, Inc.; Basic School Regional Center|
The goal of this project is to increase performance of beginning teachers in high-need urban areas, as measured by student achievement. This will be accomplished by increasing the effectiveness of teacher candidates in urban classrooms. Additionally, through increased outreach and a more focused selection process, there will be an improvement in the quality of applicants and candidates in this program. A total of 160 teachers will be prepared over the five-year grant. A feature of this project is the is the Summer Community Experience in which students are fully immersed in the Kansas City urban community, gaining experience with other cultures and the community resources available to teachers and families. The project also includes an extensive professional development component for in-service teachers in partner schools as well as intensive induction and mentoring for graduates of the program.
New Jersey Grantee Abstracts
|Grantee Name:||William Paterson University|
|Project Type:||Pre-Baccalaureate and Residency|
|Project Name:||Garden State Partnership for Teacher Quality|
|Project Director:||Ana Maria Schuhmann, Ed.D (973) 720-2137|
|Partner Districts/LEAs:||Bridgeton; Camden; Jersey City; Passaic; Paterson; Union City|
|Additional Partners:||Kean University; Rowan University; New Jersey Department of Education|
The goal of this project is to raise student achievement in its high-need school districts. This will be achieved by preparing highly effective teachers for critical shortage subject areas including special education, English as a second language, and bilingual education. Over the five-year grant, 60 new teachers will be prepared through the residency program and the preparation of 2,500 additional teachers will be improved by reforming the Pre-Baccalaureate teacher preparation programs at three universities. A feature of this project is the creation 15 Professional Development Schools to further prepare teachers and to support them once they have started teaching, with the goal of producing increased rates of teacher retention.
|Grantee Name:||Montclair State University|
|Project Name:||Newark-Montclair Urban Teacher Residency Program|
|Project Director:||Rosemary Steinbaum, Ed.D (973) 655-6687|
|Partner Districts/LEAs:||Newark Public Schools|
|Additional Partners:||New Jersey Department of Education; Newark Teachers Union; National Commission on Teaching and America’s Future; All Stars Project, Inc.; Newark Museum; the Boys’ & Girls’ Clubs of Newark; Big Brothers Big Sisters; the Greater Newark Conservancy|
The goal of this project is to fill the need for highly qualified teachers of math, science, and special education in the Newark Public Schools. This will be accomplished by focusing Montclair State’s residency program on these high-need subject areas. It will also focus on culturally responsive teaching, so that the residents will be prepared to teach the students of Newark and will be capable of responding to the specific needs their students present. A feature of this project is the utilization of summer experiences in community organizations to immerse the residents in the culture and heritage of Newark and its children.
New York Grantee Abstracts
|Grantee Name:||Teachers College, Columbia University|
|Project Name:||Teaching Residents at Teachers College, Columbia University (TR@TC)|
|Project Director:||A. Lin Goodwin, Ed.D (212) 678-3492|
|Partner Districts/LEAs:||New York City Department of Education|
|Additional Partners:||Columbia Community Service|
The goal for this project is to increase the recruitment and retention of high-quality teachers in high-need, New York City public schools. This will be accomplished by recruiting academically talented, diverse individuals, including returning Peace Corps volunteers, veterans from the Armed Forces, and other professionals changing careers, and prepare them to be highly qualified teachers of English Language Learners and Students with Disabilities. Over the five-year grant period, TR@TC will prepare at least 180 students through a 14-month program that leads to New York state teacher certification and a master’s degree. A feature of this project is the use of digital content and technologies for teachers’ professional preparation and ongoing development.
|Grantee Name:||Research Foundation of CUNY, Hunter College|
|Project Name:||New Visions for Public Schools-Hunter College Urban Teacher Residency|
|Project Director:||Ron Woo, J.D (212) 772-4691|
|Partner Districts/LEAs:||New York City Public Schools|
|Additional Partners:||New Visions for Public Schools; Rockman et al|
The goal of this project is to improve student achievement in high need, urban schools by providing them with highly prepared and qualified teachers. This will be achieved by preparing new secondary science, math, special education and English teachers through a 14-month alternative route to teacher certification residency program resulting in a master’s degree from the Hunter College School of Education. Twelve residents per discipline will be selected annually to work in classrooms with trained mentor teachers, after an intensive summer program. One feature of this project is that the residents will reflect on their own progress by videotaping their teaching using Hunter College’s state-of-the-art videotaping system and analyzing their own performance with the guidance of their mentor and Hunter College faculty.
North Carolina Grantee Abstract
|Grantee Name:||East Carolina University|
|Project Name:||Teacher Quality and Student Achievement: A Comprehensive Data-Driven School-University Approach to P-16 Reform|
|Project Director:||Shirley Carraway, Ed.D (252) 737-2257|
|Partner Districts/LEAs:||Pitt County; Greene County|
The goal of this project is to strengthen the knowledge and experience base of prospective teachers, and to improve the achievement scores of their students in their first year of teaching. This will be accomplished by focusing on improving teaching and learning in four content areas: language arts, mathematics, science, and social studies. Additionally, the coursework will apply to all types of learners, including students with disabilities, English Language Learners, and academically gifted. A feature of this project is its potential to improve the quality of teachers for one of North Carolina’s high-poverty regions. East Carolina University is the largest producer of teachers in North Carolina and a substantial supplier of teachers to its eastern region, a high-poverty area and the area to be served by this grant.
Ohio Grantee Abstract
|Grantee Name:||Ohio State University|
|Project Type:||Pre-Baccalaureate and Residency|
|Project Name:||Apprenticeships Supported by Partnerships for Innovation and Reform in Education|
|Project Director:||Sandra Stroot, Ph.D (614) 292-1414|
|Partner Districts/LEAs:||Columbus City Schools|
|Additional Partners:||Ohio Department of Education; Ohio Board of Regents; Columbus Education Association; Battelle for Kids; Nationwide Insurance; Ohio Resource Center|
The goal of this project is to strengthen Columbus City Schools’ teaching workforce to address targeted staffing needs. This will be accomplished by reforming the teacher education programs at both pre-baccalaureate and master’s levels to support new teachers in both pre-service and post-hiring settings and by leading the development of a mandated, statewide four-year residency for new teachers in Ohio. This program will graduate 600 teachers in eight licensure areas at the pre-baccalaureate level and graduate 120 teaching residents. The focus of the reforming programs will be preparing teachers for high-need content areas (including mathematics, science and foreign languages) to meet Columbus City School’s hiring objectives in foreign language immersion schools and STEM high need schools. A feature of this project is that it is a pilot for a statewide residency program for all new teachers in the state of Ohio.
South Carolina Grantee Abstract
|Grantee Name:||Winthrop University|
|Project Name:||Network of Sustained, Collaborative, Ongoing Preparation for Educators (NetSCOPE)|
|Project Director:||Lisa Johnson, Ph.D (803) 323-2151|
|Partner Districts/LEAs:||Cherokee; Chester; Fairfield; Lancaster; Union|
|Additional Partners:||SC Association of School Administrators; SC Center for Educator Recruitment, Retention, and Advancement; Olde English Consortium; SC Educational Television|
|Program Website: ||https://www2.winthrop.edu/netscope/|
The goal of this project is to improve student academic achievement through the extensive reform of the pre-baccalaureate teacher preparation program at Winthrop University. This will be accomplished by bringing the College of Education, College of Arts and Sciences, and College of Visual and Performing Arts faculty together with public school teachers to identify the experiences necessary for teacher candidates to be successful with diverse learners and then align content and methods courses with these experiences. A feature of this project is its school partnership network including Professional Development, Partner, and Satellite School sites. While Professional Development Schools will engage the majority of their teachers in unique and intense school-university collaboration, Partner Schools will focus on single initiatives not requiring such extensive commitment. The remaining district schools will be Satellite Schools where teachers are dedicated to the mission of the network, but there is not a significant school commitment to the collaboration. Teachers in all three network structures will have support for district-wide initiatives such as mentoring and induction as well as leadership and professional development opportunities sponsored by NetSCOPE.
South Dakota Grantee Abstract
|Grantee Name:||Mid-Central Education Cooperative|
|Project Name:||South Dakota Partnership for Teacher Quality|
|Project Director:||Gary Zalud, Ph.D (605) 677-5210|
|Partner Districts/LEAs:||Andes Central; Bennett County; Burke; Clark; Colome; Henry; Iroquois; Lyman; Montrose; Plankinton; Roslyn; Shannon County; Sisseton; Smee; Summit; Todd County; Wagner Community; White River; Wolsey-Wessington|
|Additional Partners:||University of South Dakota; South Dakota Department of Education’s Office of Indian Education; American Indian Institute for Innovation; Rural Learning Center; BC Kuhn Evaluation, LLC|
The goal of this project is to improve student achievement in rural areas of South Dakota. This will be accomplished by increasing the placement and retention of highly qualified teachers in these partnering high-need South Dakota school districts. Candidates will engage in community study and professional development focusing on rural schools. Over the five-year grant, this program will prepare 75 teachers to serve in 49 high-need public schools located within 19 South Dakota school districts. A feature of this project is its partnership with agencies that focus on the interests of American Indians. These partnerships will help this project address the particular needs of students who are American Indians.
Texas Grantee Abstract
|Grantee Name:||Texas State University- San Marcos|
|Project Name:||Teaching Residency Program for Critical Shortage Areas|
|Project Director:||Miguel Guajardo, Ph.D (512) 245-6579|
|Partner Districts/LEAs:||Austin Independent School District|
|Additional Partners:||Skillpoint Alliance; Pearson Teacher Education and Development|
The goal of this project is to improve high school student achievement. This will be achieved by preparing 100 teachers through an accelerated 14-month teacher residency program leading to a master’s degree and teacher certification in science, math, or special education with focused preparation for English language learners, urban education, and 21st century skills. A feature of this project is their partnership with a digitally based teacher education company, Pearson Teacher Education and Development. Pearson representatives will work with program staff to develop customized textbooks, providing a more efficient way of preparing teacher candidates.
Virginia Grantee Abstract
|Grantee Name:||Old Dominion University|
|Project Name:||Old Dominion University Teacher Immersion Residency|
|Project Director:||Sharon Judge, Ph.D (757) 683-6777|
|Partner Districts/LEAs:||Norfolk Public Schools; Portsmouth Public Schools|
|Additional Partners:||Tidewater Community College; Educational Policy Institute|
The goal for this project is to increase teacher retention and student achievement in five high-need schools and three high-need middle schools in the Norfolk Public Schools and the Portsmouth Public Schools. This will be accomplished by preparing 60 participants, over the five-year grant, to teach within critical shortage disciplines (Math, Science, English, and Social Studies) determined by the partnering high-need school districts. Each participant will complete 42-semester hours of graduate study including content and education pedagogy courses, and a yearlong school-based residency in a high-need school. A feature of this project is the “Immersion Internship,” in which teacher candidates will be placed in internships with organizations related to their content area. Possible examples could include placing science teacher candidates at the NASA-Langley Research Center or English teacher candidates at the American Shakespeare Center. Those who successfully complete the program will receive a Master of Science in Secondary Education from Old Dominion University with a Post-Graduate Professional License from the Virginia Department of Education in one of the high-need content disciplines.