New teachers in New York are becoming better prepared to help students meet college- and career- ready standards.
Nichole Mantas felt her first year as a high school biology teacher at Lansingburgh High School in Troy, New York was far smoother than she had anticipated. “It was like I was already a mile into this yearlong race, whereas other teachers I worked with were entering at the starting line,” she said of her experiences in school year (SY) 2013-1014.
Mantas said she knew just what to expect, and how to set herself up for success because she had already spent a full year as an intern co-teaching science with a seasoned educator. One month into that internship, she had begun leading an Advanced Placement biology course, designing lab experiments and creating lesson plans—all while benefiting from expert guidance and coaching.
The combination of the teaching experience and mentoring during the internship helped her hone her craft quickly, she said. “My mentor gave me a lot of freedom to try new things, but she was always there to give me feedback and we were constantly bouncing ideas off of each other,” she said.
The internship was a key component of Mantas’ ‘Clinically Rich’ Master’s program at Union Graduate College, one of 12 institutions across New York State awarded pilot grants from the New York State Education Department. Supported through the State’s Race to the Top grant, the program aims to strengthen teacher preparation programs and establish partnerships with high- needs schools to help them address perennial shortages of candidates in areas such as mathematics, science, and special education.
The internships offered by the Clinically Rich programs last for an average of 10 months, during which the teacher candidates spend five days a week in classrooms. Research shows that this approach familiarizes novices with the realities of classrooms and makes it less likely that they will leave teaching after only a few years. Research by Richard Ingersoll, Professor of Sociology and Education at the University of Pennsylvania, and the Consortium on Chicago School Research shows that an estimated 50 percent of new teachers in high needs schools leave within the first five years.
Class assignments in the pilot programs are grounded in the internship experiences, strengthening the connection between theory and practice. As a result, it is hoped, new teachers in high-need schools will be more effective and more likely to stay on the job.
Selective programs turn teachers into leaders.
Jenieff Watson started teaching in 2000 in St. Petersburg, Florida, and she loved her job. “I never thought of doing anything else,” she said.
She was such an effective teacher she was asked to take on leadership roles, first as a mentor and then as a reading coach. In 2012, Watson was asked to apply for a newly redesigned principal preparation program at the University of South Florida (USF) in Tampa that included a year-long, four-day-per-week internship with a successful principal as her mentor. Competition was stiff—dozens from her school district applied for only four slots—but after several rounds of interviews she was chosen.
In January 2014, less than two years after the program began, Watson was hired as an assistant principal at Dunedin Highland Middle School in Pinellas County. Several months later, she completed the additional State requirements for becoming a principal. “I didn’t see myself as a leader,” she said. “But leadership found me.”
Watson was part of the first cohort of carefully selected teachers to go through the Gulf Coast Partnership Job-Embedded Principal Preparation Program at USF, one of two new fast-track principal preparation programs in the State developed with support from the Federal Race to the Top program. The other is the Principal Rapid Orientation and Preparation in Educational Leadership (PROPEL), based at Florida Atlantic University (FAU) in Boca Raton. Combined, the two programs have graduated 160 educators eligible to become assistant principals and principals over the past three years.
With the help of a grant from the U.S. Department of Education, Lupita Prado Machuca has returned to her home community to teach language arts at her former middle school. Once an English language learner, she now teaches students in the community where she grew up and helps them to see the importance of an education that prepares them for college and careers.
Machuca is the product of efforts in the central region of California to change the face of teacher preparation by equipping future teachers from local schools with high-quality training. California State University Bakersfield (CSUB), with funding support from a federal Teacher Quality Partnership grant, brings mentor teachers into classrooms of first-year teachers and provides teacher candidates with field experience from day one, increasing their confidence and abilities to take on their own classrooms.
The five year, $10.5 million grant, which began in 2009, supports a partnership among CSUB, California State University Monterey Bay, and California Polytechnic State University San Luis Obispo, along with K-12 school districts in Kern and Tulare counties. Known as Edvention Partners, their combined efforts address the diverse needs of schools, teachers, and students within a large geographical, primarily rural, area.
The training program emphasizes solutions to individual and community challenges with professional development tools for educators such as differentiated instruction, positive behavioral intervention, and the culturally responsive teaching (CRT) model. By facilitating teaching aspirations in central California communities, Edvention Partners is empowering teachers to integrate personal experience with research-based teaching practices to promote student achievement.
Local school leaders are very excited to have a talented former student return to teach. “She really has some innovative practices and ways to connect to the students,” said Language Arts Department Chair Stacie Rubinol, who taught Machuca in junior high school. “She really inspires them to learn beyond what is just in the textbook.”
Superintendent Ricardo Robles recognizes how important the Edvention Partners program has been to Machuca and his district. By keeping talented teachers in the community, students can witness an example of the importance of an education that prepares them for college and the workforce. “We’ve been very lucky to get her… Cal State has been a huge asset to our school district,” Robles said.
To learn more about Machuca’s experience, watch this video.
Cross-posted from the May 22, 2014, edition of The Teacher’s Edition, a weekly e-newsletter of ED’s Office of Communications and Outreach.
Last year, the teacher preparation program at Nashville’s Lipscomb University was named one of the nation’s best by the National Council on Teacher Quality. In November, the State’s 2013 Report Card on the Effectiveness of Teacher Training Programs also lauded Lipscomb, saying the overall performance of those that completed the program made the school one of the most effective in Tennessee as measured by the Tennessee Value Added-Assessment System (TVAAS).
Lipscomb’s overall effectiveness had previously been recognized on Tennessee’s 2012 Report Card on the Effectiveness of Teacher Training Programs. But that year’s numbers also revealed a weakness: recent graduates of the private institution were, on average, less effective than those of other programs in teaching social studies to grades four through eight.
These insights into the relative performance of Lipscomb’s graduates were made possible by the State’s revamped teacher preparation programs report card, a key element of Tennessee’s many Race to the Top-inspired reforms.
Senior Vice President and College of Education Dean Candice McQueen said the relative weakness of the school’s social studies teachers confirmed what she had been hearing anecdotally and seeing in surveys of graduates during those years. Many felt they did not have full command of good teaching strategies and did not know how to plan strong lessons. Armed with the data, she was able to work alongside the university’s provost to alter their advising and social studies methods course and bring in two grade K–12 experts.
This year’s report showed that Lipscomb’s graduates were, on average, more effective social studies teachers than veterans statewide, as well as other beginners. “The report card was helpful in pushing the conversation,” McQueen said.
When Frederika Jenner began teaching elementary school mathematics 42 years ago, she realized that she wasn’t fully prepared. “I didn’t have opportunities to learn innovative ways to teach mathematics,” she said. “There were some important skills and strategies that were missing.”
Jenner is now president of the Delaware State Education Association and her experience at the beginning of her career is just one reason she strongly supported legislation signed in June 2013 by Delaware Governor Jack Markell to increase the rigor of the process of recruiting and preparing teachers and principals. “Strengthening teacher preparation is very, very important,” she said. “Educators need more meaningful, real world training.”
She is acutely aware of the challenges her members face and the need for better preparation to deal with them. “We have a greater diversity of students than I had when I first started teaching, and a higher concentration of high need students,” Jenner said. She explained that new teachers “need training in integrating technologies in the classroom, and how to judge student work.” Working with parents, classroom management and transition times are other areas where she believes educators need preparation.
Senate Bill 51, the legislation signed by Governor Markell, addresses a number of weaknesses in Delaware’s policies identified by the National Council on Teacher Quality (NCTQ), a non-profit education policy organization, as well as a report on teacher prep issued by the Council for Chief State School Officers (CCSSO) in 2012 on transforming education preparation. The legislation, which goes into effect in the summer of 2014, raises the bar for teacher preparation programs by:
- Requiring candidates to have either a 3.0 grade point average, be in the top half of their most recent graduating class, or pass a test of their academic skills.
- After they complete their classes, teacher candidates will have to pass a test of their knowledge of the subjects they plan to teach, demonstrate their teaching skills and complete a 10 week classroom residency (at minimum) supervised by a mentor.
- The Delaware Department of Education and the teacher preparation programs themselves will monitor the performance of their graduates in the classroom and data on the programs will be reported to the public.
On a recent Tuesday evening, about a dozen elementary school teachers huddled together in a classroom at a Towson University satellite campus in Aberdeen, Maryland, north of Baltimore, debating the best ways to conserve water and how long a faucet leaking a drop at a time would take to fill a bathtub. Mathematics Professor Honi Bamberger then led the group through a series of related mathematics and science problems they could use with their students.
Bamberger also asked the teachers to reflect on an experiment from the previous week in which they poured water at different rates on piles of sand and dirt to see what would happen. While the lesson created a mess, it touched on measurement, the use of ratios and percentages, and involved scientific inquiry –all components of good STEM instruction.
“It was a math-based lesson, but there was engineering involved in it, technology, and, of course, the science piece,” said Lori Pitcock, a fourth-grade teacher in Bel Air, Maryland, who has used the lessons she’s learned from the Towson program in her classroom.
These teachers are among more than 200 current and aspiring teachers learning to integrate lessons in science, technology, engineering and mathematics (STEM) into their elementary school classrooms. This effort is part of the State’s comprehensive strategy to make Maryland a leader in STEM education. The strategy was developed as part of the State’s successful application for a Federal grant under the Race to the Top program, which was designed to increase college and career readiness by improving instruction.