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North Carolina 2006 Grant Abstracts

Grantee Name:Cumberland County Schools
Project Name:Transitions to Teaching
Project Director:Sandy Copper 910-678-8734

The PATHS program is a collaboration of the Cumberland County School System (CCSS) with Fayetteville State University, North Carolina State University, and Methodist College. Through the program, CCSS will recruit, retain, and support new secondary school teachers from among eligible lateral-entry candidates and will hire additional highly qualified mid-career teachers. The lateral-entry candidates must have bachelor's degrees in the subjects they are hired to teach and complete all licensure requirements within three years. PATHS will offer advanced training initiatives to at least 60 lateral-entry teachers annually so they may be placed in the high-need areas of mathematics, science, and special education. The initiatives will include bi-monthly staff development sessions, at least five days of peer observation and support per year, and the use of a model classroom and specialized resources. Similar support will be provided for midlevel professionals through mentored teaching and one-year of enriched online and satellite training programs. Reimbursement for licensure fees also will be available to PATHS teachers. To facilitate recruitment and hiring, program staff will: (1) develop more efficient hiring practices, including making early contracts available; (2) create new marketing materials targeting recent college graduates and mid-level professionals; and (3) make additional visits to North Carolina and out-of-state colleges and universities that have been successful recruitment sites in prior years.

Grantee Name:East Carolina University
Project Name:East Carolina University Special Education Transition to Teaching
Project Director:Sandra Warren 252-328-2699

East Carolina University Special Education Transition to Teaching (ECU SPED T2T) is an innovative program designed to prepare and retain highly qualified special educators to work with children having high-incidence disabilities in high-need schools. ECU SPED T2T, based on national standards, encourages and facilitates training that addresses specific regional and statewide needs. Delivered via online long-distance education methods to improve access to training for prospective trainees in remote and low-wealth school systems, ECU SPED T2T involves community education leaders and special education advocates in decision-making and enables a collaboration among ECU and several important statewide partners from high-need Local Educational Agencies (LEAs) and community colleges. ECU SPED T2T aims to "raise the bar" of quality for training and support to teacher candidates who are paraprofessionals or recent non-education college graduates by concentrating on knowledge gaps identified through recent research. Approximately 40 students will be provided with stipends to complete their bachelor's degree and/or obtain their initial special education teaching license, putting significantly more qualified special educators to work with disabled students in those LEAs that need them most.

Grantee Name:North Carolina Agricultural and Technical State University
Project Name:The Rural Teachers Fellows Initiative
Project Director:Anthony Graham 336-334-7847

The Rural Teachers Fellows Initiative is a partnership among North Carolina Agricultural and Technical State University (NCATSU) and three rural high-need school districts in the state (Bertie, Lenoir, and Greene Counties). During the five-year grant, the Initiative will recruit and work with 150 Fellows (10 teachers per year per district) who have emergency, provisional, and temporary licenses and who are committed to teaching for three additional years in the high-need counties. The Fellowship will include one year of rigorous multi-mode coursework using The Teacher as a Catalyst for Learning conceptual framework to enhance participants' skills as culturally responsive, reflective practitioners comfortable acting as change agents. The coursework will be complemented through in-class mentoring offered by veteran teachers who have completed the Initiative's mentor training program. Fellows will be awarded scholarships to cover program costs, and fellows who pass their initial licensure requirements during their program year will have the option of enrolling in a master's of teaching program. Beginning in the third grant year, the initiative will develop partnerships with other local institutions of higher education to replicate and sustain the program.

Grantee Name:University of North Carolina
Project Name:Transition to Teaching: NC TEACH II
Project Name:
Project Director:Dorothy Mebane 919-843-7525

Transition to Teaching: NC TEACH II builds upon the successes and lessons learned from NC TEACH. The new yearlong program will recruit, train, and support middle and secondary school teachers of mathematics and science and K-12 special education teachers. It also will enhance the capacity to institutionalize the program among local educational institutions. Existing recruitment services will be expanded to recruit lateral-entry teachers from service people at the state's six major military bases. An enriched online alternative program for teacher preparation (NC TEACH OnLine) will be offered including four new mathematics and six new science modules. Host sites will be established at schools in four selected high-need districts and at four partnering colleges. The four institutions will have the option of integrating traditional coursework with web-based instruction. New users will receive additional mentoring to navigate the OnLine program. Program graduates will receive guidance to find jobs in the high-need school districts and tuition reimbursement contingent upon remaining in these positions for three years. During the five-year grant, it is anticipated that 400 to 500 individuals (two cohorts per year of 20 to 25 participants each) will complete NC TEACH II.

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Last Modified: 04/08/2008