|Grantee Name:||Houston Independent School District Alternative Certification Program|
|Project Name:||SMART Project: Science and Mathematics Alternative Route to Teaching Project|
|Project Director:||Karen Owen 713-802-6850|
|Partner Districts/LEAs:||Houston Independent School District (HISD)|
The Science and Mathematics Alternative Route to Teaching Project (SMART Project) is a collaborative between the Houston Independent School District (HISD), and Baylor College of Medicine Center for Educational Outreach, the Rice University School Mathematics Project, and the University of St. Thomas School of Education. The aim of the program is to recruit, prepare, and retain 150 math and science teachers (in three cohorts of 40 interns recruited in year one, 50 in year two, and 60 in year three) to serve HISD students in urban classrooms. The SMART Project will recruit mid-career professionals and recent college graduates. Activities include mentoring, on-going professional development through content-specific training experiences, and university coursework. Of particular interest will be the use of the Critical Friends reflective inquiry groups (CFGs) as ongoing support for collaboration and mentoring.
|Grantee Name:||Intercultural Development Research Association|
|Project Name:||Math and Science Smart (MASS) 2007|
|Project Director:||Adela Solis 210-444-1710 x 1736|
|Partner Districts/LEAs:||Dallas ISD, Ector County ISD (in Odessa), Edgewood ISD (in San Antonio), Fort Worth ISD, Harlandale ISD (in San Antonio), Houston ISD, Pearsall ISD, Pecos-Barstow-Toyah ISD, Poteet ISD and Presidio ISD|
Project Math and Science Smart (MASS), a 2007 statewide grant, is collaboration between the Intercultural Development Research Association (IDRA), five Texas teacher preparation programs, and ten high-need school districts in Texas. The project will prepare, place, and retain mid-career professionals and recent college graduates as secondary math or science teachers, with an additional credential to teach English as a second language (ESL). Project MASS will implement a rigorous, accelerated and unique 1½ to 2 year program, resulting in highly qualified, ESL-trained middle school and high school science or math teachers. It is a training model that can be replicated in other high need subject areas. MASS will provide 150 teacher candidates with an accelerated certification program as well as extensive personalized and online mentoring and support to ensure a minimum three-year retention rate.
|Grantee Name:||Region XIII Education Service Center|
|Project Name:||Texas Certification Collaborative|
|Project Director:||Becky Washington 512-919-5343|
|Partner Districts/LEAs:||Port Arthur ISD, Jasper ISD, Woodville ISD, Newton ISD, Beaumeont ISD, Kirbyville ISD, Dewyville ISD, and Evadale ISD|
The Education Service Center Region XIII Project is a statewide project, partnering with two new or nearly new programs within the state of Texas. The role of Region XIII is to mentor these programs as they establish themselves as viable, quality routes to certification in their areas of the state. One program, Quality Act, is in the urban area of Dallas, partnering with the Grand Prairie ISD. The other program is Region V in the Beaumont/Port Arthur area of the state, which will service 10 rural districts. Both programs will be providing teachers in many critical shortage areas based on their school district needs. They are targeting recent graduates and career changers for their programs, for a total of 100 participants. The Region XIII program will be working with the two new programs on marketing, recruitment, selection, curriculum, support, and many other areas in the certification process to help these programs get established more quickly and with a higher degree of quality through the mentoring process. Tools and processes will be developed by the Region XIII program so that the mentoring process can be replicated in other areas of the state.
|Grantee Name:||Region 14 Education Service Center|
|Project Name:||Region 14 Alternative Certification Program Expansion|
|Project Director:||John Stevens 325-675-8630|
|Partner Districts/LEAs:||Aspermont, Baird, Breckenridge, Comanche, Cross Plains, Eastland, Gorman, Gustine, Hamlin, Hawley, Hermleigh, Highland, Loraine, Moran, Paint Creek, Ranger, Rising Star, Roscoe, Rotan, and Stamford|
Region 14 Education Service Center is expanding its alternative certification program to recruit, train, place, and retain 60 highly qualified new mathematics and science teachers in high-need schools in the region over the next five years. These individuals will be recruited from recent college graduates, qualified paraprofessionals, and mid-career changers with a bachelor's degree and sufficient college hours in mathematics and/or science to meet Texas certification requirements. The Region 14 Alternative Certification Program Expansion allows participants to become fully certified mathematics and/or science teachers in Texas within a reduced period. The program provides participants with: (1) a minimum of 174 clock hours of pre-service training and a minimum of 45 clock hours of ongoing training throughout the year; (2) financial incentives to help defray program and travel costs and to encourage retention; and (3) program support including extensive mentoring through a participant's first two years as teachers. To promote program success, the Region 14 Alternative Certification Program Expansion promotes: (1) streamlined hiring practices; (2) expanded marketing and recruitment strategies; and (3) preparation classes for the Texas Examinations of Educator Standards. The Region 14 Alternative Certification Program facilitates change through the implementation of alternative routes to certification that utilize the expertise of individuals seeking career changes and puts that expertise in the classroom.
|Grantee Name:||Stephen F. Austin State University|
|Project Name:||CERT-Prep ELL: Consortium for Excellence in Rural Teacher Preparation for English Language Learners|
|Project Director:||John Jacobson 936-468-2901|
|Partner Districts/LEAs:||Alto ISD, Center ISD, Diboll ISD, Jacksonville ISD, Lufkin ISD, Nacogdoches ISD, and Palestine ISD|
CERT-Prep ELL is an alternative certification program partnership between Stephen F. Austin State University (SFASU) and seven high-need school districts in rural East Texas. The primary goal of CERT-Prep ELL is to recruit, prepare, and retain mid-career professionals and recent college graduates for certification in English as a Second Language (ESL) through a modified existing on-line, state-approved post-baccalaureate initial certification program. The alternate program is shortened by 12 semester credit hours and allows participants to earn semester credit hours applicable toward college degrees while spending minimal time on campus. Partner schools will assist in the recruitment, preparation, employment, and retention of 135 highly qualified and fully certified teachers over five years. A dedicated recruiter will target second language and minority individuals to address the need for cultural and linguistically diverse teacher candidates. CERT-Prep ELL reduces distance barriers by integrating web-based courses and professional development activities with mentored internships in high-need classrooms. Scholarships and travel stipends reduce financial barriers and help well-qualified individuals from diverse backgrounds enter the teaching profession. Additionally, CERT-Prep ELL builds the capacity of partner school districts to identify highly-qualified individuals in their communities for ESL certification and to increase the capacity of SFASU to prepare fully certified teachers for partner schools on an on-going basis.
|Grantee Name:||University of North Texas|
|Project Name:||UNT Transition to Teaching Science and Mathematics Program|
|Project Director:||Pamela Esprivalo Harrell 940-565-405|
|Partner Districts/LEAs:||Grand Prairie ISD, Fort Worth ISD, and Gainesville ISD|
The University of North Texas, Grand Prairie ISD, Fort Worth ISD, Gainesville ISD, and members of the North Texas Regional Collaborative have partnered together to launch the 2007 UNT Transition to Teaching Science and Mathematics Program. Over the next five years, 75 exceptional mathematics and science teachers will be recruited and prepared to work a minimum of three years in high need, high poverty school settings. Applicants will be selected from paraprofessionals with undergraduate degrees, career changers who hold a degree in mathematics or science, and imminent or recent college graduates with a degree in science and mathematics. The program will utilize UNTs nationally recognized teacher education program and feature 110 hours of grade-level and content specific professional development training via intensive summer training institutes prior to the induction year and continuous monthly professional development throughout the academic year. Additionally, a multilayered mentoring system including site-based mentors and content supervisors, university supervisors, WebCT, and videoconferencing will be used to support first and second-year teachers. Induction year teachers who experience content and pedagogical challenges will have access to emergency teacher assistance including face-to-face support, and extensive use of videoconferencing equipment. Finally, the relationship between teacher and student academic success will be empirically researched in order to refine program activities and support ongoing program improvement.
|Grantee Name:||The University of Texas at Brownsville|
|Project Name:||Transition to Teaching|
|Project Director:||Gayle Brogdon 956-882-7220|
|Partner Districts/LEAs:||Brownsville Independent School District, Harlingen Consolidated Independent School District, La Feria Independent School District, Los Fresnos Consolidated Independent School District, Lyford Consolidated School District, Point Isabel Independent School District, and San Benito Consolidated Independent School District|
The Transition to Teaching program is a partnership between the University of Texas at Brownsville, Texas Southmost College, the Texas Education Agency and high-need school districts. The goal of the project is to recruit and train a total of 90 recent college graduates, mid-career professionals, and highly qualified paraprofessionals to become certified teachers within three years and teach in a high-need school for at least three years. The project will initially focus on EC-4 certification, including bilingual education and ESL, and will later expand to include grades 4-8 and 8-12 certifications. The project will develop an integrated and shortened certification system with pre-service field-based experiences prior to classroom placement, mentoring and instructional coaching activities, as well as professional development opportunities utilizing technology. Learning Communities will be established that are based on the best available research. As such, a new, sustainable alternative certification model will be developed that will meet the needs of alternative certification candidates and school districts.
|Grantee Name:||The University of Texas at San Antonio|
|Project Name:||Special Education -Accelerated Teacher Education Program (SE-ATEP)|
|Project Director:||Lorena Claeys 210-458-6172|
|Partner Districts/LEAs:||Harlandale ISD, San Antonio ISD, South San Antonio ISD, Southside ISD, and Southwest ISD|
The Academy for Teacher Excellence at the University of Texas at San Antonio has entered into a consortium with five San Antonio area school districts to implement the Special Education-Accelerated Teacher Education Program (SE-ATEP). The project will recruit 75 participants from a pool of recent college graduates, second career seekers, including retired or displaced military workers, and mid-career professionals and/or paraprofessionals with college degrees to become certified teachers of special education. Participants will receive specialized training based on research in teaching students with disabilities across educational settings and by teaching collaboratively in inclusive settings. Program participants will be highly qualified to teach special education after participating in field intensive training, school-specific teacher enhancement workshops, one-on-one counseling, structured classroom visitations, intensive coaching activities, structured mentoring activities with experienced mentors, and teaming with master teachers and learning community activities.