The Role and Future of Schools of Education Dr. Michael E. Spagna - PowerPoint PPT Presentation

The Role and Future of Schools of Education Dr. Michael E. Spagna Dean Michael D. Eisner College of Education November 19, 2013

¡ Responsive to Community Needs (Stewards of Place) ¡ Prepare High Quality Teachers, Administrators, School Counselors, School Psychologists, etc. ¡ Engage in Research and Evaluation

First phase research questions: What makes each preparation pathway unique with regard to coursework and clinical experience requirements, as well as placement?

What are the primary preparation pathways that new teachers in LAUSD come from? What are the characteristics of candidates feeding into each preparation pathway (prior career experience, prior education, GPA, SAT, ACT scores, etc.)?

Second phase questions: How do contributions to student outcomes vary by characteristics of teacher preparation pathway? How do new teacher retention rates vary by characteristics of teacher preparation pathway?

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San Fernando Senior High: Kenneth Lee: Principal Anthony Chavez: Math Department Chair CSUN: Michael Spagna: Dean, Eisner College of Education Katherine Stevenson: Director, Developmental Mathematics, LAUSD Andrea Nemeth: Lecturer, Mathematics Department Project GRAD LA: Ford Roosevelt: President/CEO Eliana Mendoza: Team Leader Joseph Chang: VP Strategy & Operations

“FULL” PILOT COURSE: Implementation Start Date: Fall 2014 (full academic year course) Goal: Increase college persistence in NE San Fernando Valley schools by providing senior year college level math course designed to: prepare students to pass the ELM Increase students’ conceptual understanding of math by engaging them in a curriculum focused on applying math toward solving relevant problems Target Students Include: College bound and requiring math remediation as indicated by EAP exam “EAP conditional” (passed EAP and are exempt from ELM if they take a senior year math course)

ACT Residency Program ¡ Partnership with College of Humanities, LAUSD ¡ Cohort (MM, MS, DHH, ECSE) progresses through an 18-month credential/MA program ¡ Two semester apprenticeship with selected mentor teachers in high need schools ¡ Professional development for faculty, mentor teachers, and administrators with an emphasis on language and literacy ¡ Ongoing collection of student achievement data in assigned classrooms and schools ¡ Supported induction for graduates that includes mentoring and inquiry groups focusing on student achievement in LL