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District of Columbia 2007 Grantee Abstracts

Grantee Name:American Board for Certification of Teacher Excellence
Project Name:Teach & Inspire
Project Director:Joshua Boots 202-261-2625
Partner Districts/LEAs:Florida: Broward County School District, Dade County School District, Desoto County School District, Duval County School District, Gadsden County School District, Hillsborough County School District, and Volusia County School District Mississippi: Coffeeville School District, West Bolivar School District, and West Tallahatchie School District

Teach & Inspire, developed by the American Board for Certification of Teacher Excellence (ABCTE), aims to fill critical teacher shortages in high-need LEAs in Florida and Mississippi by recruiting mid-career professionals who are capable of positively impacting student achievement. Teach & Inspire also seeks to address the shortage of minority teachers by targeting specific demographics for recruitment. Participants will receive a scholarship to enroll in the ABCTE Passport to Teaching program prior to entering the classroom. After participants earn their initial teaching certification through the Passport program, they will earn a stipend for participating in a pre-service teaching experience. New Teach & Inspire teachers will receive professional support, which includes a mentoring program and an online support network that allows teachers to exchange ideas and lesson plans. The mentoring program will use the University of Virginia's CLASS Observation System and will compensate effective mentors whose teachers show improvement in their teaching practice over time. By 2011, Teach & Inspire will place 550 highly effective secondary math, science, and reading teachers in Mississippi and 1250 highly effective secondary math, science, and special education teachers in Florida.

Grantee Name:American University
Project Name:Capital Gains - Recruiting, Preparing and Retaining Urban Teachers
Project Director:Sarah Irvine Belson 202-885-3720
Partner Districts/LEAs:District of Columbia Public Schools

Capital Gains is a project that brings together the District of Columbia Public Schools, three DC Public Charter Schools, American University, and the DC Teaching Fellows to examine practices that will improve student learning through improving the quality of teaching in the District of Columbia. The goals of this project are to provide improved alternate routes to certification in priority areas, including the core academic subjects of mathematics, English, science and social studies for the DC Public Schools, provide high quality teacher training, teacher retention through content specific support structures, create a new alternative route to certification in Early Childhood Education, and examine the resources and practices that can help build long term capacity at DCPS. The new Transition to Teaching project will build on the successful partnership between AU and the SEA in its previous TTT project. Forty-five mid-career professionals will be recruited each year for a total of 180 participants. A special feature of this project is the development of a process for continued support for new teachers, through the development of content-enriching Learning Circles. Sixty facilitators will be selected for participation in advanced credit-bearing coursework in content areas at AU leading to a certificate in curriculum and instruction as well as training to be Learning Circles facilitators. Current recruitment, placement, training, mentoring, certification, and on-going support for new teachers will be examined as well as their impact on teacher retention.

Grantee Name:Howard University
Project Name:Ready to Teach
Project Director:Marilyn M. Irving 202-806-7343/6502
Partner Districts/LEAs:Chicago Public Schools; Clayton County Public Schools (Georgia); Prince Georges Public Schools (Maryland); Howard University Charter Middle School for Mathematics and Science (Washington, DC), and the Northwest Preparatory Academy in Houston, Texas

The Howard University Ready to Teach (RTT) Program is a national consortium created in collaboration with Chicago Public Schools; Clayton County Public Schools (Georgia); Prince Georges Public Schools (Maryland); Howard University Charter Middle School for Mathematics and Science (Washington, DC), and the Northwest Preparatory Academy in Houston, Texas. The purpose of RTT is to increase the number of teachers from underrepresented populations in high-need content areas in high need local education agencies. RTT will recruit and train 100 (20 per year) recent college graduates and mid-career changers to pursue teaching certification in high-need subject areas, specifically, English, reading, special education, science, or mathematics, at the middle and secondary levels. RTT will recruit and train a diverse pool of teacher candidates, with a focus on African-American males, via an alternate route to teacher certification program, which can lead to a master's degree in education. The RTT curriculum is grounded in research-based teaching and learning strategies that improve instruction and learning for all students. Participants will be provided an intense summer institute, field-based experiences, online pedagogy, subject-specific workshops, faculty mentors, PK-12 school-based mentors, and a blog. RTT will induct, monitor, and mentor the teacher candidates through the program and the initial year of their teaching appointment.

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Last Modified: 04/08/2008