The 5-C’s Approach: An Integrative Urban Education Teacher Preparation Model

1. The 5-C’s Approach (Curriculum, Clinical, Cohort, Community = Cognition): An Integrative Urban Education Teacher Preparation Model for Understanding Families and Communities Glenda Toneff-Cotner & Doug Heuer Fall 2017 OCTEO Conference

2. Curriculum • Acurriculum model that embeds content into clinical experiences as early as the initial year of entry into the program (Wilson, 2014). • Preservice classroom instruction combined with integrated, laboratory experiences (Edeiken-Cooperman, 2013)

3. Curriculum • Support for change • The National Council for Accreditation of Teacher Education (NCATE) in 2010, proposed that teacher education should be turned upside down by placing clinical experience at the heart of teacher preparation and not in the margins or limited to a capstone experience (Wilson, 2014)

4. Curriculum C.R.E.A.T.E • Curriculum • Redesign • Effort • Advancing • Teacher • Education

5. Curriculum • Project CREATE Curriculum Proposal, Spring 2013Project CREATE Curriculum Proposal, Spring 2013, Submitted by T. Banks, D. Jackson, & B. Harper • CREATE success defined as: • Integration among courses, between coursework, and clinical work in laboratory setting • Extensive/Intensive supervised clinical work integrated with coursework • Relationships with schools with emphasis on diverse learners and model of good teaching

6. Curriculum Project CREATE candidates successful when… • Experience clinical work in variety of settings • Can step right into a classroom in any school, any demographic setting • Demonstrate that they can successfully manage student behavior • Are comfortable in diverse settings (culture, ability, life orientations) • Skilled in technology/use technology to facilitate learning and communicate

7. Curriculum Project CREATE candidates successful when… • Demonstrate reflective practice/use data to improve instruction • Differentiate instruction • Are problem solvers/use inquiry/adjust teaching & learning • Work collaboratively/Teaming with all stakeholders • Demonstrate Professionalism (attitude, behavior/appearance)

8. Curriculum Cleveland State University College of Education CREATE Proposal, 2013

9. Curriculum Rotation One • Alignment of Intro to Education syllabus to Social Foundations (2014-Present) • Focus on duplication of materials by topic • Focus on reducing Social Foundations from 3 credits to 2 • Course was reduced to 2 credits in CREATE Proposal • Focus on integration of technology (projects/assignments) • Invisible College: AERA 2015 • 2-Rotation #1 students presented along with faculty • Feedback from external experts • Student Focus Group Data: Fall Pilot 2014; Spring 2016; Spring 2017

10. Curriculum • Example of an Integrated Lesson HUD article in a city newspaper • Used to prepare students for Do I Dare Disturb the Universe: From Projects to Prep Schools (Lyles, 1994) • Policy (Section 8 Housing) • This particular situation is unique because the subsidized funding can only be used by the tenants at this specific housing project. Tenants feel trapped there. • Economic Issues (Tenants and Owner of the Housing Project) (See “Excerpt from: ‘Do I Dare Disturb the Universe?’ and ‘No Place Like HUD’”)

11. Curriculum • Example of an Integrated Lesson: Pre-assessment • What Experience do you have with housing projects? • What do you know about them?

12. Curriculum Sample Response Pre-Lesson “I know nothing about housing projects” (Student 2015) • Reflects the majority of the students in the class • 2/11 students were able to show some evidence of prior knowledge

13. Curriculum Sample Response Post-Lesson (2015) • “Section 8 Housing” “Government Subsidized” • “unsafe” “over-crowded” “violence” • “Residents feel trapped” • “Residents feel ostracized from the community” • Perspectives shared from multiple stakeholders: (city leaders, owner of the housing project, residents, community organizers)

14. Curriculum • “I felt that there’s a lot of connection with different things we talked about in the course, and then seeing it in the schools…testing was going on while we were tutoring… it was affecting what they were teaching in the classroom…it kind of brought to light, talking about it in the course” (Student 2017)

15. Clinical & Community Key reasons given for leaving the profession • Lack of adequate preparation for the demands of the job • Lack of understanding of the work environment (Davis, 2015)

16. Clinical & Community • Clinical experiences have a history in the traditional preservicemodel of being treated haphazardly with minimal effort made to define the parameters of the experience (Kalchman, 2015) • When the curriculum is not explicitly connected to the clinical experience, students often express seeing little connection between their clinical experiences and the content of their preparation curriculum (Davis, 2015)

17. Clinical & Community Key points • Embedded course objectives into the clinical experience (McDonnough and Matkins, 2010) • Quality control of the clinical experience (Kalchman, 2015) • Partnership with schools (Davis, 2015)

18. Clinical & Community Models • Interactive school based (teacher assist/tutor) Mary B. Martin School (CMSD K-8); George W. Carver School (CMSD K-8) • After school based (PAR) Case School (CMSD K-8) • After school, community center based (tutors) Outhwaite Community Center (Cleveland) • Observational school based Arbor Elementary (Euclid) Cleveland Heights HS, (CHUH) Monticello MS (CHUH) Roxboro MS (CHUH) John Hay HS (CMSD)

19. Clinical & Community Rotation #1 • Fall 2014 (Pilot- 1 section) • Fall 2015 (Pilot- 1 section) • Spring 2016, 4 sections • Spring 2017, 4 sections (See “Create Rotation #1 Field Experience 2014-2017)

20. Clinical & Community Defining Field Experiences (ongoing) Organically Evolving • Based on school/community partners’ needs and organizational structures • Focus on how CSU faculty might support partner’s mission/vision/goals, while also meeting the goal of CSU CREATE

21. Clinical & Community Students as Teachers, Leaders, & Researchers • Researchers • Invisible College • Participatory Action Research (PAR) • Student Focus Groups • Community Mapping • Professional Orientation • Tutors • Paid Tutors

22. Clinical/Community • “…the experience going out into the urban areas…I’ve never experienced anything like that” (Student 2017) • “I noticed that all the kids were like a family, like they understood everyone’s problems [a student] was in total anger and [another student said] ‘don’t worry, she’ll be OK after lunch’…like they [the other students] were just so at ease” (Student 2017)

23. Cohort • Rotation #1 Cohort Model • EDB 241 (2-Credits) • Social Foundations • Anchor Course/Non-TAG • EDB 242 (2-Credits) • Intro to Education • TAG • ETE 243 (1-Credit) • Technology (Web-based) • TAG (See “October 21, 2015 Summary of Student Enrollment by Cohort”)

24. Cohort • “We developed a better relationship with each other from seeing each other all the time, all semester basically” (Student 2014). • “[the professors] were always on the same page, always knew what was going on” (Student 2016).

25. Cognition Early data (2014-2015) from students (surveys, focus group, field notes) Differing views on whether Introduction to Education to the Profession and Social Foundations in Education should be combined: • Course content of each is valuable and should be kept separate – also fear of losing content “There’s so much stuff to miss, and we were already so crammed.” • Having courses back to back and professors collaborating allowed flexibility • Some crossover: • Use of Beverly Tatum’s text, Can We Talk about Race? connected with content in social foundations • Opportunities for alignment of course content through various readings and assignments

26. Cognition “I think just looking at the social issues that are prevalent nowadays… allows me to adapt my future teaching style…and behavior towards my audience…I think that’s really important. That’s mostly what I gained from this course” (Student 2016) CREATE Outcome: “Can step right into a classroom, any demographic setting”

27. Cognition • “…it made me grow as an educator and it kind of took my biases away from urban education” (Student 2017) CREATE Outcome: “Are comfortable in diverse settings” • “Segregation’s alive, and that’s the biggest thing I got from this course. That it’s still going on and it’s strong” (Student 2017) CREATE Outcome: “Are comfortable in diverse settings”

28. Cognition “…it actually changed the area I thought I wanted to teach in because now I think I probably want to do urban education…if I wouldn’t have went…then I probably would have never known” (Student 2017) CREATE Outcome: “Can step right into a classroom, any demographic setting”

29. Cognition “As a teacher you see a child that’s hurt and you think, ‘Oh, I’ve got to fix this right now.’ But I need to learn it might not always be in your power… You have to refer it to somebody who can” (Student 2014) CREATE Outcome: “Demonstrate professionalism”

30. Cognition “I liked that we got to go out in the field…and be in the classroom…and reflect on everything… it’s different when you learn something in the classroom and then you go actually into the schools, and you implement what you’ve learned in there and you see what works and what does not” (Student 2017) CREATE Outcome: “Demonstrate reflective practice”

31. Cognition “…week three…a student comes running out of a room screaming at the teacher…and I turned around and asked him what was wrong and I kneeled down, because I don’t want him looking up to me…I want to be on his level and have good eye contact with him…he was like, ‘I can’t do math’…obviously, he is trying and he just can’t get it” (Student 2017) CREATE Outcome: “Are problem solvers”

32. Cognition “…let’s make a team out of it…it took like two or three weeks but…we all tell each other when assignments were due…helped each other out…like a team of feedback for everybody” (Student 2016) CREATE Outcome: “Work collaboratively”