Transition to Teaching
|Grantee Name:||University of Dayton|
|Project Name:||University of Dayton Transition to Teaching Project|
|Project Director:||Deborah Telfer  614-785-1163|
|Partner Districts/LEAs:||Cincinnati, Cleveland Public, Columbus City Schools|
This project will increase the number of highly qualified intervention specialists (IS) – aka “special education teachers” -- teaching in three high-need urban districts and schools in the northeastern (Cleveland Metropolitan School District), central Ohio (Columbus City Schools), and southwestern (Cincinnati Public Schools) regions of the state by providing a solid foundational level of preparation in meeting the needs of children with mild-moderate educational needs. At the same time, course content will be extended and preparation differentiated to develop teachers able to meet the needs of students with disabilities who are English Language Learners (ELL) and have the added challenge of living in poverty, reducing the likelihood of them leaving school college and career ready (CCR).
The project’s outcomes include (1) recruiting, preparing, and incentivizing 25 participants per each of the first three years of the grant for a total of 75 participants; (2) extending the existing IS program at the University of Dayton (UD) to incorporate competencies in working with ELL children and fully implementing the program with three cohorts of pre service students drawn from pools of mid-career professionals, experienced paraprofessionals, and recent college graduates without a teaching license; (3) establishing the 3C Consortium as a vehicle for supporting meaningful partnerships among higher education, regional educational service centers (ESCs), participating school districts, and professional associations; and (4) developing a statewide clearinghouse at UD/Columbus Office for acting on Consortium recommendations related to the recruitment, placement, induction, preparation, and ongoing professional development of IS professionals to meet the needs of high-need districts/schools.
|Grantee Name:||Ohio State University|
|Project Name:||Project KNOTtT 3.0 Mobilizing National Educator Talent|
|Project Director:||Belinda Gimbert  614-247-4599|
|Partner Districts/LEAs:||Kansas: Galena 499, Kansas City Public Schools 500, Arkansas City Public Schools 470, Topeka Public Schools 501, Cherryvale 447, Pleasanton 344, Uniontown 235, Northeast 246, Pittsburg 250, Fort Scott 234, Iola 257; Nevada: Clark County School District; Ohio: Conneaut Area City, Northern Local, Logan Elm Local, Jefferson Local, Sebring Local, Meigs Local, Bridgeport Exempted Village, Morgan Local Exempted, Scioto Valley, Dayton Public, Fordham Charters (Dayton Early College Academy, Sciotoville Community Schools, Dayton Design Technology), Columbus Charters (Arts and College Preparatory Academy), New Media Middle, Franklinton Preparatory Academy, New Media Primary, New Media High); Texas: Dallas Independent School District, Houston Independent School District, Aldine Independent School District, North Forest Independent School District; Colorado: Denver Public Schools; Louisiana: East Baton Rouge, Calcasieu Parish, Caddo Parish, St. Landry Parish, Tangipahoa Parish; Mississippi: Canton Public School District, Jackson Public School, Hazlehurst Public School, Cleveland School District, Holmes County School District; New York: Buffalo Public Schools, Rochester Public Schools; North Carolina: Cumberland, Harnett, Robeson, Johnston, Onslow, Scotland; Oklahoma: Tulsa Public Schools; South Carolina: Abbeville, Clarendon 1, Greenwood 50; Virginia: Cumberland County Public Schools; Puerto Rico: Puerto Rico Public Schools; Washington DC: District of Columbia Public Schools, Eagle Academy Public Charter, Center City Public Charter|
The Ohio State University will lead a consortium of higher education institutions, high-need local educational agencies and nonprofit entities across 12 states, 1 U.S. territory, and the District of Columbia to design and implement Project KNOTtT 3.0: Mobilizing National Educator Talent (abbreviated as Project m-NET). Participants will transition through Project m-NET to become fully state certified teachers, serving as teachers of record (TOR) for at least three years in high need, hard-to-staff school districts. Diverse partners will contribute to Project m-NET’s scope of work. This includes 9 colleges/universities with Education, Mathematics, Science, and Engineering programs; 8 State Departments of Education; 58 local educational agencies; and, 5 nonprofit entities. Project m-NET will support individual programs to address local shortages. m-NET partners will recruit, train and retain 1,111 TORs in four cohorts from 2011-2016. Project m-NET will promote Science, Technology, Engineering, and Mathematics (STEM) education by providing high quality preparation and professional development for m-NET teachers and school leaders. Project partners will enlist the guidance of the National Alliance for Partnerships in Equity Educational Foundation (NAPEEF) to grow and retain underrepresented populations in STEM.
Six high-need, hard-to-staff school districts in North Carolina that predominantly serve American Natives will collaborate through Project m-NET. m-NET will conduct the following activities: (1) Identify teacher staffing needs and examine the current hiring system, processes, and policies to identify critical barriers to hiring highly qualified teachers, (2) Design and implement strategies to remove such barriers, (3) Provide pedagogical and content knowledge support to attain full state certification and highly qualified teacher status, (4) Develop and implement e-Modules and e-Coaching to advance online teaching proficiencies, (5) Develop open educational resources in an Immersive Virtual Learning Environment (IVLE) with culturally relevant teaching and learning curriculum, targeting STEM needs, and (6) Apply cloud computing technologies, including mobile technology, to offer a comprehensive teacher induction program.