|Grantee Name:||Dallas Independent School District|
|Project Name:||Bridges to Teaching Project|
|Project Director:||Placida Domingo 972-925-6721|
The Bridges to Teaching Project, an initiative of the Dallas Independent School District, is designed to address the Dallas Independent School District's need for bilingual elementary and secondary mathematics and science teachers. The district will first analyze the current recruitment and employment processes in order to identify and rectify any shortcomings. Training and support services will then be made readily available for as many as 1,000 new teachers through the district's intensive Alternative Certification Program (ACP). These services include: content-specific symposia that improve content knowledge and teaching skills; basic Spanish courses that teach interns the language while also imparting a heightened cultural awareness; online/face-to-face coursework that enables interns to meet academic requirements, while decreasing their expenses; and finally, an incentive program for teachers who remain with the district at least three years, giving them access to online mentoring, stipends, and a special district recognition program.
|Grantee Name:||Fort Worth Independent School District|
|Project Name:||Highly Qualified Educators for Diversity (HQ-ED)|
|Project Director:||Tracy Marshall 817-871-2432|
Highly Qualified Educators for Diversity (HQ-ED) is the product of a partnership between the Fort Worth Independent School District (FWISD) and Texas Women's University (TWU). The project aims to recruit and prepare highly qualified teachers in the critical areas of mathematics, science, English as a Second Language (ESL)/Bilingual, and special education. In terms of these efforts, the main challenge for the FWISD is to provide alternative certification routes for highly qualified teachers, training them specifically to work within the increasing demographic-diversity of their student makeup. To do this, FWISD and TWU will first create a "Hiring Systems Working Group" of stakeholders to review and subsequently rectify any barriers that exist within the current system. HQ-ED will then recruit 120 paraprofessionals, recent college graduates without education degrees, and mid-career professionals for this initiative, with 90 percent of these recruits becoming certified teachers within three years of entry into the program. The educational program, with its specific research-based documentation of the best methods of recruitment, preparation, placement, and retention, will ensure that educators provide more substantial long-term gains for the FWISD hiring system, and, most importantly, for its students.
Region XIII Education Service Center (ESC) Educator Certification Program (ECP) and Austin and Taylor Independent School Districts (ISD) have come together to address a shared need for secondary mathematics and science teachers. In order to accommodate the districts' 21st century learners, the Region XIII Service Center and the economically disadvantaged Austin and Taylor ISDs have determined that a rigorous, relevant training curriculum is needed for their current high school teachers in mathematics and science. This curriculum will be implemented through several new teacher-training methodologies, such as project-based learning. The grant will enable four cohorts of teachers to be recruited and trained during its five-year span, totaling 104 teachers. ECP seeks to prepare and provide a redesigned teacher equipped with the full range of knowledge and skills necessary to best benefit students' postsecondary prospects. The inclusion of campus mentors also will be crucial to the success of the program, not only in the support provided, but also in mentors' ability to shape the ECP's participants into agents of change on their respective campuses.
|Grantee Name:||Region XIX Education Service Center|
|Project Name:||The Partnership for Teacher Quality-Recruitment and Retention Through Ongoing Teacher Support|
|Project Director:||Mary Schmidt 915-780-5354|
The Partnership for Teacher Quality is a five-year program that will significantly increase the recruitment and retention of middle and high school teachers in the 12 independent school districts served by the Texas Education Service Center Region XIX, headquartered in El Paso. Building on the success of the existing Teacher Preparation and Certification Program (TPCP) and responding to lessons learned during its implementation, the Partnership will expand support services for 120 new teachers through: (1) extending mentoring through the second year of teaching, (2) providing additional content coaching and classroom observation and feedback during both years, and (3) establishing a summer institute to meet the specific pedagogical needs identified by the first- and second-year teachers. The Partnership also will provide educators with financial bonuses for teaching high-need subjects such as mathematics, science, special education, and English as a Second Language, and for working in or teaching multiple subjects in small, difficult-to-reach rural schools. In addition, recruitment and hiring practices will be improved: a new a part-time recruiter will be employed to assess and revise existing strategies and track their impact. Hiring also will be streamlined so candidates can use one form to send shared application information to all of the districts.
|Grantee Name:||Texas A&M Research Foundation|
|Project Name:||Transition to Teaching Program|
|Project Director:||Irma Harper 979-458-7421|
The Texas A&M University System (TAMUS) of local colleges and universities, in collaboration with 13 high-need Texas school districts, has designed a Transition to Teaching project that will recruit and train highly qualified mid-career professionals, recent college graduates, and paraprofessionals and place and retain them in K-12 high-need teaching positions. The five participating TAMUS institutions and their partner school districts have identified science, mathematics, special education, and bilingual/English as a Second Language (ESL) education as common high-need areas; they also have developed district-specific teacher recruitment targets for each topic. Recruitment goals begin at 106 interns across 13 districts for the first program year and will expand to 300 interns by the fifth and final project year. The partners will develop five college-based accelerated alternative certification programs (ACPs), each of which will offer 75 percent of the required coursework online using a web-based delivery platform developed through the project. Partners also will: (1) create and disseminate recruitment materials, (2) collaborate with state and national organizations to identify recruits, and (3) provide interns with support services such as web-based review modules, electronic and classroom mentoring, and tutoring by subject matter specialists. In addition, the partners will offer retention incentives, such as full tuition reimbursement for interns who teach at high-need schools for three years.
|Grantee Name:||University of Houston|
|Project Name:||Executive Certified Authentic Teacher Educator (ECATE)|
|Project Director:||Eileen Westerman 713-743-4957|
The University of Houston and five high-need Local Educational Agencies (LEAs) have come together to develop the Executive Certified Authentic Teacher Educator (ECATE) project. ECATE's goal is to create a wholly new certification route for mid-career professionals as mathematics and science teachers in high-need schools in the five high-need LEAs. ECATE will accomplish this goal through the targeted recruitment of prospective teachers from professional organizations, which then leads candidates through a compressed ten-month program based on a differentiated curriculum involving problem-solving activities. ECATE will retain participants by offering mentor support throughout the program, also providing stipends and scholarships to help defray program costs. The program seeks to provide participants with the opportunity to actively engage in a classroom setting as part of the screening process, and to develop knowledge and skills that translate their professional expertise directly into the classroom environment, ensuring that the high-need LEAs receive the high quality teaching force they require.
The Middle Level - Accelerated Teacher Education Program (ML-A-TEP) is a project of the University of Texas at San Antonio (UTSA) designed to recruit and retain 75 highly qualified mid-career professionals to work in heavily minority and low-income high-need schools in six San Antonio school districts. Recruitment includes military personnel or displaced employees of military bases, recent college graduates, and legal immigrants who hold the equivalent of a mathematics or science degree. In addition to revamping recruitment methods, UTSA plans to establish an acceleration model for preparing middle school mathematics and science teachers for diverse and special populations. The 75 participants will be put through training, gaining valuable teaching skills and experience in strategic workshops, while also receiving high quality, need-based professional development. UTSA's primary goals are that, among the program's 75 participants: (1) 85 percent will be recruited and trained as highly qualified mathematics or science middle level teachers to be placed in high-need Local Educational Agencies (LEAs); (2) 90 percent of those teachers classified as highly qualified will become fully certified for middle level mathematics or science; and (3) 90 percent of these highly qualified teachers will stay at least three years in high-need schools within high-need LEAs.