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California 2009 Grantee Abstracts

Grantee Name:California State University, Dominguez Hills
Project Name: TTT09
Project Director:Kamal Hamdan 310 243-3981
Partner Districts/LEAs:Compton Unified School District, Inglewood Unified School District

The California State University, Dominguez Hills (CSUDH) TTT project will recruit, prepare, place and retain 120 highly qualified new teachers (30 per year in four annual cohorts). The project will ensure that low-income students of color are taught by high-quality teachers in critical subjects. Participants will teach math, science and English in 13 middle schools (grades 6-8) and five high schools—all high-need—in the high-need Compton and Inglewood Unified School Districts in Los Angeles County.  The project will recruit recent graduates, mid-career professionals, paraprofessionals into an accelerated credential pathway. Participants will earn a preliminary teaching credential in one year while working as university intern teachers in the targeted schools, and a full credential two years after. Participants will have the option to combine their required new-teacher induction program with an integrated master’s degree program. The model builds on CSUDH’s prior experience in recruiting and preparing teachers via accelerated programs, including a cohort structure, extensive support, credential coursework delivered in the districts, and innovatively structured coursework to ease the burden on first-year teachers.

Grantee Name:Fresno Unified School District
Project Name:Step Up Teach Fresno
Project Director:Cyndy Quintana 559- 457-3500
Partner Districts/LEAs:Fresno Unified School District

Step Up Teach Fresno is the result of a partnership between Fresno Unified School District and California State University, Fresno—Teacher Recruitment Center. The aim of the project is to train and retain paraprofessionals, recent college graduates and mid-career professionals as special education, mathematics and science teachers. Activities will include recruitment, orientation, assessment/selection, enrollment into alternative certification programs, network support meetings, Saturday and summer institutes, university coursework, early field placement, internships, continuous mentoring, and participant stipends. The project will: (1) provide service to 271 participants; (2) place 245 participants as teachers of record in high need schools; (3) ensure that 95% of participants receive certification within 3 years of enrollment; and (4) retain 96% of placements in high-need schools for at least 3 years after receiving their credential.

Grantee Name:Oakland Unified School District
Project Name:Teach Tomorrow in Oakland, Transition to Teaching
Project Director:Rachelle L. Rogers-Ard 510-879-8916
Partner Districts/LEAs:Oakland Unified School District

Teach Tomorrow in Oakland, is a collaborative alternative certification program that aids outstanding individuals transition into teaching. This collaborative unites local universities and community partners under the frame of Oakland Unified School District’s already-established Teach Tomorrow in Oakland program, as a way of establishing a pipeline of urban-focused educators who will teach long-term in Oakland. Collaborative partners, including Holy Names University, California State University East Bay, and Oakland Mayor Ronald V. Dellums’ office, are all committed to addressing the dynamic need for a local, permanent, diverse teaching workforce. The Transition to Teaching program will recruit and comprehensively support 160 exemplary teachers over five years with commitments to teach in math, science, foreign language, English, social studies, and other local high-need areas (25 in the first year, 30 in the second, and 35 each year thereafter). Oakland-based recent college graduates, highly qualified paraprofessionals, and mid-career professionals will complete preliminary intern requirements and receive intense test preparation towards passing CBEST and CSET exams during their first year, while enrolling in the Early Completion Option at either Holy Names University or California State University East Bay. This combined cohort will receive professional development support around culturally responsive teaching, methods, and other curricular strategies to develop teaching skills and increase retention. In their third year, teachers become mentors to guide subsequent cohorts through the process. In addition, collaborative teams will evaluate and streamline district hiring processes and both university credential programs during the first year to align program standards to the Transition to Teaching frameworks.

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Last Modified: 06/30/2009