Teacher Candidates in a PDS Year Long Residency Program: Implementation and Evaluation

1. Teacher Candidates in a PDS Year Long Residency Program: Implementation and Evaluation William Curlette, Harley Granville, DaShaunda Patterson, Pier Junor Clarke, Gwen Benson, Susan Ogletree, Robert Hendrick, & Mina Veazie

2. Presentation Agenda 1 Welcome from Dr. Gwen Benson- PI of NET-Q NET-Q Teacher Resident Program: An Overview- Dr. Dashaunda Patterson 2 Teacher-Intern-Professor (TIP) Groups with AAR: A Model- Dr. William Curlette 3 Implementing TIP Groups with AAR: A TIP Professor’s Perspective- Dr. Pier Junor-Clarke 4 A View from the District Office: Mina Veazie- Coordinator, DeKalb County School System 5 6 7 NET-Q Evaluation Findings- Harley Granville, Research Associate II NET-Q Q & A NET-Q Evaluation Findings- Harley Granville, Research Associate II NET-Q Yogo

3. NET-Q Teacher Resident Program: An Overview Anchor Action Research (AAR): A Model Dr. DaShaunda Patterson Your own foote Yo

4. Recruitment underrepresented populations, mid-career professionals, former military personnel, and recent college graduates with a record of academic distinction. Teacher Residency Recruitment and Application Requirements Application Requirements • meet GSU application requirements, • must have a minimum 3.0 undergraduate GPA, • interviewed by NET-Q partnership school representatives and university faculty members.

6. Teacher Intern Professor Groups with Anchor Action Research: A Model Anchor Action Research (AAR): A Model Dr. William Curlette Your own foote Yo

7. Teacher Intern Professor Groups with Anchor Action Research: A Model A TIP Group is a focused, classroom-based learning community consisting of a university professor, the mentor or supervising classroom teacher, and the pre-service teacher intern dedicated to increasing the quality of pre-service teacher preparation by enhancing competencies in teaching a unit of instruction through focused collaboration, ongoing support, and other resources. All NET-Q Residents participate in a TIP group and co-design and conduct rigorous empiric research on TIP group identified classroom challenges. i Your own foote Yo

8. Teacher Intern Professor Groups with Anchor Action Research: A Model Anchor Action Research: Anchor Action Research means that the research is concerned with changes in current policies and practices and is anchored through commonalities among the studies in methodology (primarily quasi-experimental designs) and student academic achievement outcome variables. These studies originate with the teacher and/or professor where the topics for studies focus on the following: 1. change in instructional practice, and/or 2. change in delivery of the curriculum Your own foote Yo

9. Implementing TIP Groups with AAR: A TIP Professor’s Perspective Anchor Action Research (AAR): A Model Dr. Pier Junor Clarke Your own foote Yo

10. Implementation of TIP model University Professor’s Perspectives Relationships Among TIP Group Interns’ Experiences Managing the TIP Group • T • Successes • Strong relationships among the TIP group • Research sessions that augment development of the AAR projects • Mentors’ experiences • Lessons Learned • Professor to monitor smaller number of TIP groups • Consider online meetings to support Mentor Teacher • Consider one day of focused work for Interns on campus-site • Supported financially, socially, & emotionally • Guide on the side • Sense of Community as: • A Cohort • Collaborative (TIP) • Becoming Action Researchers • Invitation to session • Sat. March 10th 2012 Carson City 1 • 4:30 – 5:15pm • Mentor Teacher - Teacher Intern • University Professor - Teacher Intern • Mentor Teacher - University Professor • Mentor Teacher- Teacher Intern- University Professor • I • T P 3 1 2 TIP Model Your own footer Your Logo

11. A View from the District Office Anchor Action Research (AAR): A Model Mina Veazie, M.Ed. NET-Q Project Coordinator Your own foote Yo

12. A View from the District Office DCSD Demographics 98,000 Students/142 Schools DeKalb County Schools, AYP Release for 2011 43 of 126 schools (34%) made AYP in 2011 (subgroup performance in Math and ELA and the Graduation Rate- (SWD, ELL, and Econ Disadvantaged) Your own foote Yo

13. A View from the District Office Welcome to Any School District USA Ethical lapses in financial management, assessment and accountability New Superintendent Decline in AYP, below the national, state, regional and bordering districts Veteran Teaching Force Retiring School Closings Increase in Low Income, Free and Reduced Price Lunch Decline in Population = Decline in Tax Base = Decline in Students = Decline in Budget ($41M Shortfall) Increased diversity (increased issues related to immigration and citizenship) High Demand/Needs Areas: Special Education, Math, Science, EL New Standards, Curriculum Increased requirements for technology and capacity to integrate

14. A View from the District Office NET-Q Resident Impact Content and Depth of Knowledge (DOK) Change culture to increase professionalism and leading by learning Pioneer openness to learning and change Up-grade instructional quality, student engagement, especially with students of diverse ethnic, academic backgrounds Stimulate: interest in subjects, leading the field through exemplary performance, fidelity to the use of sound research to bolster instructional strategies and interventions Increased enthusiasm for and participation in professional development Enhanced training and support for mentor teachers Increased training and support for other faculty and staff: Cross Career Learning Communities (CCLC), Common Core Standards (CCS), Instructional Strategies and Academic Interventions, and Conflict Management 99% hired by metropolitan school district Development of solid repository of action research and qualitative data

15. A View from the District Office NET-Q Resident Background and Experience Experience and background of residents includes: Range in age: 22- 35 Bachelors Degree, Strong GPA Navy NCO (8 Years), Engineer (Cum Laude) Probation Officer (10 Years) HS Teacher ES Teacher Youth Worker Elementary Education (Cum Laude, Semester Abroad/China) Existing capability and commitment to use of technology Experience in range of cultures and communities Diverse ethnic, cultural, and gender backgrounds

16. Evaluation Findings Anchor Action Research (AAR): A Model Harley Granville Your own foote Yo

17. Evaluation Findings Anchor Action Research (AAR): A Model • Topics Discussed in TIP Groups: • Classroom Management Techniques and Strategies • Differentiating Instruction • Engagement Strategies • Cooperative Learning Strategies • Parallel Teaching • Grouping Strategies • Peer-to-Peer Teaching • Modeling • Lesson Planning • ESOL Strategies • Reteaching Strategies • Planning & Implementing AAR Projects • Using Data to Drive Instruction • Professionalism Your own foote Yo

18. Evaluation Findings Anchor Action Research (AAR): A Model • Benefits of TIP Model • Enhanced collaboration levels between TIP Stakeholders • Enhanced feeling of belongingness, mutual support, and focused direction • Increased resident feelings of TE through constant feedback from MT and MP • Increased self confidence • Increased capacities to analyze and utilize data effectively for assessment and lesson planning • Increased awareness of the importance of using research to inform practice • Benefits of AAR Project: • TR sees other teacher and style and subsequent impact on SA • Increased efficacy in conducting Action Research to address classroom concerns • AAR findings useful for stakeholders: Boundary Spanning • Increased efficacy in handling, managing, and utilizing data. Your own foote Yo

19. Evaluation Findings Overall Opinion of the Teacher Residency Program NET-Q Mentor: This program has proven to be, in my opinion, more effective than any that has preceded it. Residents brought much to the table via content knowledge. It has been a “win-win” situation for all stakeholders. NET-Q Mentor: Great Program! I think it is wonderful that these students (Residents) get a chance to be in the classroom for an entire year. They will be so much more prepared for their own classrooms. NET-Q Resident: I thought that it was a valuable experience. It gave me a sense of what to look for, I am seasoned I know what FCSS needs of me as a teacher, inputting grades into systems and FCSS instructional framework. I know the ends and outs. Invited to preplanning and met coworkers. I started off just like a regular teacher. I know what to look for when I get my own class next year. I had the time to gain respect from students from the beginning. Your own foote Yo

20. Thank You Questions? Your Logo