The Consortium of Opportunities for Learners (COOL) Program is the bilingual/English as a Second Language (ESL) component of the Alternative Teacher Certification Program at Austin Community College, to provide research-based curriculum, a $2,500 value of tuition and mentor stipends through the COOL Grant. The Texas Education Agency, State Board for Educator Certification, Austin Independent School District, and Del Valle Independent School District are partnering in this project. We will work with eligible school districts to provide training and mentors for potential teachers entering the classroom as first-year interns. Recruitment focuses on candidates with non-education bachelor's degrees who can effectively teach in Spanish and English in eligible school districts for three years. Assistance includes bilingual research-based curriculum, online support for novice teachers, and use of certified bilingual teachers who are subject matter experts to model teaching. Campus mentoring stipends and online support continues throughout the first three years of teaching.
|Grantee Name:||Education Service Center, Region 20|
|Project Name:||Teacher Alternative Preparation Program (TAPP)|
|Project Director:||John M. Gutierrez 210-370-5408|
The Teacher Alternative Preparation Program (TAPP) restructures and expands an existing alternative certification program to increase the number of certified minority teachers in rural high-need school districts. The program will serve seven districts in six rural counties covering over 8,000 square miles by preparing and supporting elementary and high school science, mathematics, special education, and bilingual education teachers for schools. In a unique partnership, the school districts collaborate with TAPP on selection criteria, but take responsibility for identifying and selecting recent college graduates and mid-career candidates for the program. Selected candidates are placed in classrooms and supported by TAPP using a wide range of training delivery strategies including pre-placement summer institutes, distance learning, online courses, and extensive mentoring that covers their first three years of teaching.
The Transition to Teaching Cohort Project (TTCP) builds on the strengths of the Houston Independent School District's (Houston ISD) state-accredited Alternative Certification Program. TTCP will recruit, train and support 150 highly qualified mid-career professionals and recent college graduates to teach core academic subjects, special education, and English as a Second Language (ESL)/bilingual education in Houston's high-need schools. Candidates participate in an integrated program that combines university coursework, field experience, on-the-job training, ongoing mentoring, and support leading to full teacher certification. This initiative also works with Houston ISD to streamline its current teacher hiring practices. Partners include Houston ISD, the University of St. Thomas and Teach For America.
The Transitions project is a five-year project to enable school districts to tap into new groups of professionals. Transitions will recruit and prepare 150 mid-career professionals and recent college graduates for certification in English as a Second Language (ESL)/bilingual education. Transitions is comprised of the following components: (1) early identification and recruitment; (2) pre-service training for certification, and placement; and (3) sustained in-service training and professional development, mentoring and support.
In response to the need for high quality, accelerated, and flexible teacher certification programs serving rural communities in east Texas, Stephen F. Austin State University formed the Consortium for Excellence in Rural Teacher Preparation in partnership with 25 high-need school districts to offer undergraduate and post-baccalaureate initial certification to 216 participants. Recruits (including degreed individuals with substantial career experience, recent college graduates, retired military personnel, and highly qualified paraprofessionals) meet certification requirements in elementary and secondary core academic areas, particularly mathematics, science, bilingual education and Spanish, through web-based courses, professional development activities with mentored internships in high need classrooms, scholarships, and travel stipends. The project aims to build local capacity to identify high quality individuals who can be recruited, mentored and certified for academic employment in an area of need.
The Alternative Transition to Teaching Program brings together Texas A&M International University (TAMIU) and five high-need school districts to recruit 400 mid-career professionals and recent college graduates over five years to become science, mathematics, special education, English language arts and reading, social studies, arts, music, and general and bilingual general education teachers. Selected candidates participate in university courses, professional development workshops and sessions, and school-based practicum experiences. Candidates also are provided with extensive mentoring support while they are placed as interns in high-need schools. Faculty from TAMIU's Departments of Education and Arts and Sciences work closely with local and regional education centers to prepare participants to meet the state's teacher certification requirements.
Project REAL (Recruiting Educators through Alternative Licensure) will recruit 200 minority mid-career professionals and recent college graduates to become mathematics, science, English, foreign language, and history teachers. The project design includes interdisciplinary team teaching using university and school district faculty and extensive professional development and mentoring support for candidates. Coursework aligns with state standards and teacher certification requirements and includes structured classroom experiences prior to placement as a full-time intern. Partners include Texas Tech University, Lubbock Independent School District, and an Education Service Center.
Project GATEWAY will recruit 140 mid-career professionals and recent college graduates to become mathematics or bilingual teachers in the Dallas Independent School District. Selected candidates are enrolled in a course of study designed to meet the needs of the individual participants. The program combines content preparation, teaching methodologies, and school-based experiences with an internship and intensive mentoring support. Candidates are eligible for certification as well as a master's degree.
|Grantee Name:||University of Texas at El Paso|
|Project Name:||Connecting Teaching to Learning: An Online Alternative Teacher Certification Program|
|Project Director:||Darlene N. Brown 915-747-5333|
To accelerate teacher preparation, increase the number of college graduates going into teaching, and prepare teachers for diverse and challenging classroom settings, this five-year program is developing, expanding, and implementing cost-effective alternative paths to certification for teaching in high-demand areas. Recruits include mid-career professionals, recent college graduates who have not majored in education, and qualified paraprofessionals. The Connecting Teaching to Learning project provides online tools that assist teacher candidates in meeting certification requirements as well as online mentoring support and test preparation. Up to 100 participants committed to teaching in high-need schools operated by high-need school districts are expected to be eligible for certification in mathematics, science, and bilingual education.
|Grantee Name:||University of Texas at San Antonio|
|Project Name:||Accelerated Teacher Education Program (ATEP)|
|Project Director:||Lorena Claeys 210-458-6172|
The University of Texas at San Antonio has partnered with four high-need school districts to recruit and prepare 75 mid-career professionals and recent college graduates to become mathematics and science teachers in heavily minority, high-need schools. Selected candidates participate in an integrated program that combines university courses, pre-placement training, professional development sessions, a full-time internship experience with ongoing evaluations, and extensive peer and experienced teacher mentoring support. The mentoring and other supports are provided to participants for two years. The project also works closely with its partnering school districts to develop strategies for streamlining teacher hiring practices.