The 31 graduate students in the Richmond Teacher Residency (RTR) are not your typical teacher candidates, and the Virginia Commonwealth University master of teaching degree program is not your typical graduate program for new teachers. Like other urban school districts, the Richmond Public Schools (RPS) faces unique challenges, not the least of which is providing its 25,000 students with outstanding teachers. For RTR, that means persons with “extensive content knowledge, along with the heart and vision to create a more equitable outcome for all students.”
Among the 31 aspiring teachers in this year’s RTR program, several are Peace Corps veterans, some have come to teaching from other professional careers following college, and others are fresh from their undergraduate degree programs, but often without undergraduate teaching experience. These “nontraditional” teacher candidates experience an intensive, year-long residency in Richmond City Schools’ classrooms, in a teacher-training model adapted from the field of medicine.
Creating a pipeline of extraordinary teachers
The RTR program is part of a national effort — the Urban Teacher Residency United Network — and a grantee of ED’s Teacher Quality Partnerships (TQP) grant program, which supports model teacher preparation programs through reforms by higher education institutions working in collaboration with high-need schools and districts. As it is with the RTR program, TQP places an emphasis on recruiting effective individuals, including minorities and persons from outside the teaching profession.
Billy Aronson (second from left) and Jennifer Oxley, co-creators of “Peg + Cat,” a production of the Fred Rogers Company, share their Emmy Awards for “Outstanding Pre-School Children’s Animated Series” and “Outstanding Individual Achievement in Animation for Production Design” with Ready to Learn (RTL) Program Manager Brian Lekander (left) and RTL Program Officer Adam Bookman. (Department of Education photo by Paul Wood)
Peg + Cat, the animated PBS KIDS math series launched last fall, won three Daytime Creative Arts Emmy Awards last month, including Outstanding Pre-School Children’s Animated Series. Funded in part by ED’s Ready To Learn (RTL) program, the series follows the spirited Peg and her loyal sidekick Cat, as they embark on hilarious musical adventures, learning math concepts along the way. The series provides young viewers with a new way to experience math and highlights its importance in a variety of everyday situations. Music is used as a teaching tool throughout the series and each episode features an original song.
Series co-creator and executive producer Jennifer Oxley also received the Emmy for Outstanding Individual Achievement in Animation for Production Design. Oxley made her first film at the age of 7 and has devoted much of her professional career to educational television and film, including direction of 15 short films for Sesame Street, as well as the award-winning adaptation of Spike Lee and Tanya Lewis Lee’s children’s book, Please, Baby, Please. Eleven-year-old Hayley Faith Negrin, the voice of Peg and the youngest nominee at this year’s Daytime Emmy Awards, received the award for Outstanding Performer in a Children’s Program.
Secretary of Education Arne Duncan visited San Antonio last month to participate in a town hall discussion on how the President’s Promise Zone initiative is helping the city’s Eastside community create ladders of opportunity to ensure that all children can achieve social mobility. San Antonio is one of five Promise Zones announced earlier this year, and one of three in which Promise Neighborhoods, a program of the Office of Innovation and Improvement, are playing an integral role.
Since 2010, the Eastside Promise Neighborhood has worked to improve educational opportunities for the community’s children, beginning with preschool education. And the efforts are paying off, according to Secretary Duncan, who noted a reduction in chronic absenteeism for 8th graders from 33 percent to 8 percent and an increase in graduation rates at Sam Houston High School from 46 to 84 percent. ”Where a whole community embraces the importance of education,” he noted, “that sets an example for the rest of the nation.”
Bruce Reed, president of The Eli and Edythe Broad Foundation (second from left), and Nina Rees, president of the National Alliance for Public Charter Schools (far right), congratulate representatives from KIPP Schools for winning the 2014 Broad Prize for Public Charter Schools: from left, Stephen Mancini, director of public affairs, Carissa Godwin, chief development officer for KIPP Delta Public School in Helena, AR, and Eric Schmidt, school leader of KIPP Courage College Prep in Houston. (Photo courtesy of Al Powers for The Broad Foundation)
The KIPP Foundation, a network serving 50,000 students in 141 schools in 20 states and the District of Columbia — and current grantee of the Office of Innovation and Improvement’s Charter Schools Program (CSP) and Investing in Innovation (i3) program — is the winner of the 2014 Broad Prize for Public Charter Schools. The $250,000 award, which will support college readiness efforts for KIPP students, was announced on July 1st at the National Alliance for Public Charter Schools’ annual conference in Las Vegas.
Bruce Reed, president of The Eli and Edythe Broad Foundation, announces that KIPP Schools is the winner of the 2014 Broad Prize for Public Charter Schools before an audience of 3,000 people at the National Charter Schools Conference in Las Vegas. (Photo courtesy of Al Powers for The Broad Foundation)
In a press release announcing the winner, the Eli and Edythe Broad Foundation congratulated the KIPP Foundation for its “ability to scale and to bring an increasingly high-quality education to thousands of low-income students and students of color who otherwise might not have the opportunity.” More than 86 percent of KIPP students are eligible for free and reduced-priced lunch and 95 percent are students of color. Citing KIPP’s “no excuses” policy “when it comes to ensuring every student the opportunity to a great education,” Bruce Reed, president of The Broad Foundation, said, “KIPP Schools is providing a quality education to low-income students and students of color on a scale that naysayers of public charters thought was impossible.”
Stephen Mancini, the KIPP Foundation’s director of public affairs, said the results of KIPP’s efforts “are showing that demography doesn’t determine destiny,” and gave credit for the award to “the teachers, school leaders, and families who work hard to climb the mountain to get kids to and through college every day.”
Children begin their learning activities after receiving a sticker from the “Word Machine” (upper left). Each sticker has the name and picture of a vehicle. (Photo courtesy of HITN/Rodrigo Sanchez)
“Things That Go” was the theme of a recent Family Day Event at the Department of Education headquarters that featured the latest efforts of the Hispanic Information and Telecommunications Network’s (HITN) Early Learning Collaborative (ELC), which uses an innovative transmedia approach to early learning.
More than 30 young children from the University of the District of Columbia Lab School and the Barbara Chambers Children’s Center of Washington, D.C., many of them English language learners, attended the event, along with their teachers, parents, and education professionals.
A preschooler colors his vehicle as part of his journey to Baby Bird’s birthday party. (Photo courtesy of HITN/Rodrigo Sanchez)
Through a series of hands-on activities, the children and adults engaged in a rich variety of experiences based on ELC’s English language development transmedia PlayGround called “Things That Go.” The PlayGround includes non-digital and digital materials, Web-based games, and the PlaySet— ELC’s tablet-based app.
This transmedia approach develops pathways to early learning through play and multiple, interconnected platforms that include storybooks, puzzles, picture/word games, as well as Web-based games and highly engaging digital apps. In 2013, ELC launched the pilot phase of its transmedia preschool learning PlayGround and tablet-based PlaySet at the Newseum (see this OII home page article for more information).
The U.S. Department of Education’s Charter Schools Program (CSP) announced the 2014 Replication and Expansion of High Quality Charter Schools grant competition, with an application deadline of July 21, 2014. The FY 2014 Notice Inviting Applications for New Awards can be found here.
This program assists nonprofit charter management organizations, as well as other not-for-profit entities, in replicating or expanding high-quality charter schools with demonstrated records of success. Applicants must have experience operating more than one high-quality charter school.
The Department plans to award up to $26.5 million for this competition and estimates making between 14 and 19 awards (the Department is not bound by any estimates).
Applications are due by July 21, 2014, at 4:30:00 p.m. (EDT), and must be submitted through www.Grants.gov.
The Investing in Innovation (i3) Development competition supports projects that accelerate student achievement and drive innovation in K-12 education. Today, the U.S. Department of Education posted the highly rated pre-applications for the 2014 i3 Development competition.
The Department of Education received 395 pre-applications for the initial phase of the Development competition, and has invited 118 pre-applicants to submit full applications. Other pre-applicants may also choose to submit a full application and can find additional information here.
The i3 Development grants are up to $3 million total over three to five years. Crucially, each i3-funded project will be part of an independent evaluation to better understand and share what works, so that educators and researchers can build on the successes and challenges of these efforts.
The U.S. Department of Education’s Charter Schools Program (CSP) announced two new Non-State Educational Agency (Non-SEA) grant competitions, with an application deadline of July 11, 2014.
The CSP’s Non-SEA Planning, Program Design, and Implementation competition provides grants directly to charter school developers so they can plan, design, and complete the initial implementation of their schools. The Non-SEA Dissemination competition provides grants directly to existing public charter schools, which they can use to assist other schools in adapting the charter school’s program (or certain aspects of the charter school’s program) or to disseminate information about the charter school.
For FY 2014, the Notice Inviting Applications for New Awards includes one absolute priority — improving achievement and high school graduation rates in high-poverty schools; only applications that meet this priority will be considered for an award.
Arizona State University’s college of education has given new meaning to the old expression, “hit the ground running.” The iTeachAZ program, with support from a $24.7 million OII Teacher Quality Partnerships (TQP) grant, improves readiness of new teacher candidates by extending their student teaching experience into a year-long residency.
Essentially, the program creates a seamless transition from the student teaching experience to the K-8 classrooms where iTeachAZ candidates find themselves after graduation.
The program is getting high marks from both local superintendents and principals because of what they observe in the classrooms of iTeachAZ graduates in their “first year” as new teachers. “This is not a first-year teacher; this is an iTeach teacher,” is how local superintendent Catherine Stafford describes the level of preparation that the extended residency model provides. Principal Randall Watkins aggressively recruits iTeachAZ graduates for classroom openings because he knows “they will be ready to come in and provide high-quality instruction.”
The program is unique in Arizona and was recently added to the Innovations Inventory of the American Association of Colleges for Teacher Education, an online database highlighting innovative practices that provide educator candidates a competitive edge in the field.
N.B. Mills Elementary School’s intervention time, a COMPASS component, gives students the ability to grow and learn from each other while another group works with a teacher. (Left to right) 5th-grade students Ashley, Sitaly, Jose, Jasiah, and Bobbie work together during their science intervention time to discover the meaning of “force.” (Photo courtesy of Jada Jonas and the Iredell-Statesville Schools)
Serving more than 21,000 students, Iredell-Statesville Schools (I-SS) in North Carolina ranks among the 20 largest school districts in the Tar Heel State. The district serves 36 schools in Iredell County — a diverse blend of urban, suburban, and rural neighborhoods — 40 miles north of Charlotte. Four years ago, the district faced a dilemma: While it ranked in the top 10 percent of North Carolina districts in academic performance, it needed to increase teacher effectiveness and boost the academic achievement of its high-needs students, English learners, and students with disabilities. And while district leaders had a plan to achieve this ambitious goal, the annual I-SS budget resided in the basement of the state’s 212 districts, in the bottom five percent.
The plan to achieve their North Star goal of equity in student achievement was aptly called COMPASS — Collaborative Organizational Model to Promote Aligned Support Structures — with the route to success predicated on targeted professional development that focuses on use of data, curricular improvements, and instructional approaches to identify where students are struggling and address their individual academic needs. I-SS teachers would be equipped with the tools to ensure that all of their students are on track to achieve their learning goals. Integral to this approach is the alignment of the school’s support structures for teachers and deepening existing professional learning communities where educators collaborate, analyze student performance data, and share best practices.
In 2010, I-SS entered their COMPASS plan in OII’s Investing in Innovation (i3) competition and received a $4.99 million Development grant, setting them on a multi-year journey that would begin with bolstered professional development, followed by piloting the new approach in several schools, and eventually result in district-wide implementation.