Transition to Teaching projects: The Paraprofessional resource and research center (PAR 2 A) – University of Colorado D

1. Transition to Teaching projects: The Paraprofessional resource and research center (PAR2A) – University of Colorado Denver Elena Sandoval-Lucero Adams County Education Consortium March 17, 2010

2. The Paraprofessional Research and Resource Center, The PAR2A Center • Grant funded research and training center • Concerned with the issues of employment, training and career development of paraeducators. • TOP-SET*ALP grant focuses entirely on paraeducators. • Teacher PREP grant expands focus to include other also recent college graduates, mid-career professionals.

3. Transition of paraeducators to special education teaching through alternative licensure program (TOP-SET*ALP) • TOP-SET*ALP: Transition of Paraeducators to Special Education Teaching through Alternative Licensure Program is a collaborative and comprehensive state-wide initiative • The PAR2A Center as the lead agency • The Teacher Institute at La Academia (TILA) • The Colorado Department of Education (CDE), • Several high-need charter schools and LEAs • Funded by the U.S. Department of Education, Office of Innovation and Improvement, 2007-2012.

4. Teacher Preparation, Retention, and Empowerment Project (Teacher PREP) • Teacher PREP: Teacher Preparation, Retention, and Empowerment Project is a collaborative and comprehensive state-wide initiative • The PAR2A Center as the lead agency • The Teacher Institute at La Academia (TILA) • The Colorado Department of Education (CDE), • Several high-need charter schools and LEAs • Funded by the U.S. Department of Education, Office of Innovation and Improvement, 2009-2014.

5. Federal definition of high need district or charter school • High need school districts are defined as a district that (a) serves not fewer than 10,000 children from families with incomes below the poverty line (as that term is defined in section 9101(33) of the ESEA), or for which not less than 20 percent of the children served by the LEA are from families with incomes below the poverty line; and (b) For which there is • (1) a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach, or • (2) a high percentage of teachers with emergency, provisional, or temporary certification or licensing. • To find out qualifying high-need districts, contact Veronica Marquez-Hepworth at 303-315-6360, veronica.hepworth@ucdenver.edu

6. TTT Grants goals • To transition paraprofessionals, recent college graduates and mid-career professionals to teaching positions in high need schools and high need subjects i.e. Special Education, Linguistically Diverse Education, Math and Science through an alternative licensure program. • To empower the candidates to remain in teaching positions and effectively address the academic and social needs of K-12 students in high-need schools. • The projects prepares a total of 230 teachers, recruited in cohorts of 24-30 each year, over the seven project years (2007-2014).

7. TTT Grants Objectives • To recruit qualified paraprofessionals, recent graduates and mid-career professionals as future teachers for hard to fill teacher positions in high-need schools and LEAs. • To provide a smooth transition for candidates to become licensed teachers fulfilling the requirements of the Colorado Department of Education through an alternative licensure program. • To provide a rigorous training in conjunction with academic and social supports that contribute to the candidates’ growth and retention as professionals as well as prepare them to meet the needs and challenges of high-need schools. • To implement a full array of financial incentives for the candidates • To coordinate project objectives and activities through a consortium of LEAs, IHEs, alternative licensure programs and the CDE that share the mission of creating systems that will sustain beyond the grant period.

8. Paraeducators • Interested paraeducatorswill be eligible to apply to the project provided they meet the following preliminary application requirements: • a) Have already completed or are close to completing a baccalaureate degree with a minimum GPA of 2.5. • b) Are currently employed as paraprofessionals in high-need LEAs that meet the two specific eligibility requirements of the Transition to Teaching program —“one addressing poverty and the other addressing the quality of the LEAs current teacher workforce.”

9. Mid-career Professionals • Interested mid-career professionals will be eligible to apply to the project provided they meet the following application requirements: • Have already completed a baccalaureate degree in areas other than education with a minimum GPA of 2.5. • Have a minimum three years of successful work experience in profession other than as a teacher. Non-teaching school and district staff are eligible to apply. • Have strong conceptual understanding of content areas that prepare them to teach in hard to fill positions: mathematics, science, and language acquisition as well as an interest and temperament to work with students identified with special needs. • Have ability to use and/or learn about technology • Have roots in or are indigenous to or are willing to move to the geographical areas/ communities with high need schools/districts

10. Recent College Graduates • Interested recent graduates will be eligible to apply to the project provided they meet the following application requirements: • Have already completed or are close to completing a baccalaureate degree with a minimum GPA of 2.5. Degree needs to be less than 3 years old at the time they apply to the project • Have at least 100 hours experience working / volunteering with youth and families in a school district, community based non-profit youth agency, or organized sports program. Have strong conceptual understanding of content areas that prepare them to teach in hard to fill positions: mathematics, science, and language acquisition as well as an interest and temperament to work with students identified with special needs. • Have ability to use and/or learn about technology • Have roots in or are indigenous to or are willing to move to the geographical areas/ communities with high need schools/districts

11. Timeline for Completion of License • Advising prior to applying to CDE for a statement of eligibility • CDE Application Review • CDE Statement of Eligibility • Fulltime appointment as teacher in a qualified district or charter school as a Teacher of Record • Complete alternative licensure program during first year of teaching • Pass CDE required tests • Receive initial Colorado teaching license

12. Research based-support services • We built the operational aspects of the project on the literature that revealed a strong correlation between participant retention in alternative licensure programs with the quality of support services they received (Clewell & Villegas, 2007, Genzuk, Lavadenz, & Krashen, 1994: McGowan & Brandick, 1998; Rosenberg, Boyer, Sindelar & Misra, 2007; US Department of Education, Office of Innovation & Improvement, 2004).

13. Teacher PREP Program Benefits • Tuition, if needed, to meet CDE teaching field requirements • Tuition for all teacher licensure courses (9-15 hours of graduate coursework • Funds for books for licensure coursework • Comprehensive, rigorous coursework • Counseling/advising • Mentoring/coaching • Regional cohort meetings • Courage to Teach Retreat • Funds to attend professional conferences • Funds for professional licensing fees (application, testing, licensing fees)

14. Participant expectations • Three year commitment to the district or charter school (including licensure year) • Submit all requested evaluation data (demographic, course registration and evaluation, project evaluation, mentor evaluation, etc.) • Attend all cohort meetings • Attend at least one professional conference • Maintain a 3.0 GPA or higher • Complete all licensure program and state requirements

15. Participant testimonials The TOP-SET*ALP program was excellent and the instructors are a gifted set of personalities. The coursework challenged me to be a more critical thinker and problem solver. The program prepared me for the research, instructional delivery, special education knowledge, and leadership that my professional role demands. Nick Dean Earning my license through the TOP-SET*ALP program was one of the most challenging and rewarding experiences of my life. I would highly recommend this program to anyone who is passionate about education! Nicole Skeers

16. Participant testimonials The opportunity to participate in the TILA Program with the help of the TOP-SET*ALP Grant was a true blessing and an open door to the career of my dreams.  In addition to equipping me with a solid foundation in general educational theory, assessment, special education, and participatory action research, the TILA program helped me to begin to explore my own educational philosophy.  Furthermore, my learning did not end with the completion of the TILA program and TOP-SET*ALP Grant, but due to their partnership with the Literacy Language and Culturaly Responsive Teaching graduate program at the University of Colorado of Denver I am now well into a graduate program in curriculum and instruction.  TILA and the TOP-SET*ALP grant are all about transforming students into educators who have the ability to make a positive impact in the world of education. Daniel Medved

17. How you can help? • K-12 Professionals • Refer candidates: • Interested paraeducators in your schools • Interested parent and community volunteers • Other interested school personnel • Notify us of openings in high needs areas • Help place TOP-SET*ALP and Teacher PREP candidates in Teacher of Record positions • Mentor candidates • Help hired candidates successfully complete the program through mentorship and coaching • Compensation for mentors of between $600 and $1200

18. TO Begin the application process contact TILA • Arin Schwartz, Director of Student Services • The Teacher Institute at La Academia • 311 W 11th Avenue, Denver, CO 80204 • 303-455-1444 • arin@mhmeducation.com

19. Contact information Elena Sandoval-Lucero, PhD Director /Assistant Research Professor University of Colorado Denver The PAR2A Center Campus 106, P.O. Box 173364 Denver, CO 80217-3364 303-315-6362 office 303-315-6367 fax elena.sandoval-lucero@ucdenver.edu Veronica Marquez-Hepworth, MSS Project Coordinator University of Colorado Denver The PAR2A Center Campus 106, P.O. Box 173364 Denver, CO 80217-3364 303-315-6360 office 303-315-6367 fax Veronica.hepworth@ucdenver.edu