Transformative Partnership Practices in Teacher Preparation: - - PowerPoint PPT Presentation

Transformative Partnership Practices in Teacher Preparation:

Lessons Learned from Year Two of the Kern Rural Teacher Residency

Department of Education---Teacher Quality Partnership Grant

Presented By: Kristina LaGue, Robin Valente, Jesus Esquibel, Anaya Lee, Bree Gage, and Jaclyn Tejwani

California State University, Bakersfield and WestEd ,mn,n

Semitropic Elementary School District Buttonwillow Union School District Kern Rural Teacher Residency School of Social Sciences and Education

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Vision and Goals of the Kern Rural Teacher Residency

The Kern Rural Teacher Residency is dedicated to excellence in preparing educators with the cultural competency and connection to community to make a significant impact in rural settings. The Kern Rural Teacher Residency is committed to ensuring that children living in rural communities in Kern County will be provided with the highest quality educational experience and will become successful and productive leaders that will foster future positive change.

Inform

Produce key research findings to inform teacher preparation and policy making at the state, national, and international level.

Connect

Provide professional learning and opportunities for collaboration for Kern County educators to promote 21st century skills, grit, and growth mindset. Foster connections among CSU faculty, TK-12 partners, and public education stakeholders.

Support

Build and sustain a pipeline of credentialed teachers, through recruitment, mentoring, and induction support, who are committed to teaching in high-need, rural school districts. Provide a rigorous, standards-based academic core contextualized rich experience in classrooms with an emphasis in STEM education.

Year-Long Clinical Practice

That’s 912 hrs. in the field, including camp BLAST!

STEM Integration

Camp BLAST! + FLM/FLGS add-on

71 hours of PD as a cohort

Co-Teaching, Professional Learning Saturdays, Camp BLAST, RLC, and more!

How it all works...

฀ Joint selection of Kern RTR residents and Cooperating Teachers ฀ Monday-Thursday co-teaching for a full year (Mid-year switch) ฀ Friday coursework closely aligned with their clinical practice ฀ Quarterly data sharing meetings with partner districts ฀ Professional Learning Saturdays and Camp Blast!

How it all works….

Working Together

Resident and Cooperating Teacher Selection

1

Resident Selection

Step 1:

Recruitment

• KCSOS T5 Events
• Partner District

subs/paras

• Mini-corps

meetings

• Info Sessions
• CYOE
• Posters/Flyers

Step 2:

Interview process

▪ Introductions including response to prompt ▪ Classroom Scenarios (group activity) ▪ Inner Circle/Outer Circle

Step 3:

Selection and Pairing

▪ Interview Rubric ▪ Core discussion for site location based

• n applicant’s

preference and CT match

Cooperating Teacher Selection

Announce CT

• penings and

distribute CT application at school site staff meetings. District admin. reviews applications and gives their recommendation to the Kern RTR CSUB team. If CT is new to the Kern RTR a University Supervisor will do a CT

• bservation

using CT rubric designed by Kern RTR Core. Based on rubric score, after

• bservation

Kern RTR Core notifies teacher and determines CT/Resident pairing.

Co-Teaching

▪ Created strong teacher leaders and educators ▪ Evolution of Triad Training ▫ Foundations in Co-Teaching ▫ Triad Training ▫ Co-Planning ▫ Assessment ▫ Transitions

Co-Teaching & Communication

Week One Week Two Week Three

“I feel that my students benefit from having two teachers in the classroom. I also enjoyed forming working relationships with my two residents.”

• Current Kern RTR CT

Strengthening Partnerships

Professional Development and Camp B.L.A.S.T.!

4

Professional Learning Saturdays

Partner District Connection

Nearly *1000

Teachers in Attendance To date - 150-200 per event

34

Session Topics Covered in the past 6 events since 01/16

43

Districts Represented Out of 48 in the county

20-25

Pre-Service And Mini-Corps students at each event

Insert!

B

Camp B.L.A.S.T.!

Bakersfield Launching Adventures in STEM Thinking

Camp B.L.A.S.T.

▪ Our annual summer camp has been offered to students at Buttonwillow Union School District, Lamont School District, and Semitropic Elementary School District. ▪ Annually, over 550 students ranging from 4th-7th grade, participate in the S.T.E.M. program.

Evaluation of the Kern Rural Teacher Residency

Year 2 Findings

Jaclyn Tejwani

Evaluation Plan

Formative and summative evaluation focused

• n an outlined study agenda:
• Teacher efficacy in STEM
• Teacher preparation
• Teacher effectiveness
• Student achievement
• School instructional culture

Year 2 of the evaluation focused on teacher preparation and school instructional culture Year 3 we will be able to inform teacher efficacy in STEM Later years will inform teacher effectiveness and eventually student achievement

Year 2 Methods

Surveys

• Residents
• Graduates
• Mentors
• Principals

Focus groups

• Residents
• Graduates
• Mentors
• Principals
• Faculty/program leadership

Attendance at leadership meetings Document review

Year 2 Summary of Findings

sTEM preparation

Motivation to teach in rural schools Principal support Peer support Preliminary look at impact on school culture Technology integration

STEM Preparation

Due to STEM content and learning instructional approaches, along with co-teaching experience, residents feel prepared to teach STEM subjects

RESIDENTS Strongly Agree Agree Disagree Strongly Disagree I feel prepared to teach STEM subjects. 40% 60% I feel prepared to call myself a STEM educator. 47% 47% 7% PRINCIPALS AND MENTORS Strongly Agree Agree Disagree Strongly Disagree I feel my KRTR resident(s) are prepared to teach STEM subjects. 50% 50% I feel my KRTR resident(s) are ready to be called STEM educators. 50% 50%

Motivation to teach in rural schools

Intensive pre-service preparation focused on the specific needs of teachers in rural schools led to residents feeling prepared and motivated to pursue rural teaching positions

RESIDENTS Strongly Agree Agree Disagree Strongly Disagree I feel prepared to teach in rural schools. 60% 40% 0% 0% PRINCIPALS AND MENTORS Strongly Agree Agree Disagree Strongly Disagree I feel my KRTR resident(s) are prepared to teach in rural schools. 70% 30% 0% 0%

Principal Support

• Principals from partner schools incorporated KRTR residents into

their staff, including them in meetings, school events, and professional development opportunities

• Principals expressed a high degree of satisfaction toward the KRTR

residents’ preparation

• Residents can fill vacancies and bring new knowledge about effective

STEM integration and instructional approaches

Peer Support

Strongly Agree Agree Disagree Strongly Disagree I commonly asked those in my cohort for help with CSUB coursework. 67% 20% 13% 0% I will rely on the support of those in my cohort as I move into my own classroom. 67% 27% 7% 0% The KRTR Program instilled collegiality with those in my cohort. 60% 40% 0% 0% I feel part of a community of educators. 73% 27% 0% 0%

KRTR residents’ peer group provides ongoing support and collaborative learning throughout the residency year and beyond

School Culture

• Preliminary evidence suggests residents are impacting school

instructional culture

• Mentors noted:

○ Adopting instructional strategies from their residents ○ Incorporating more reflection ○ Increased knowledge and comfort with technology use

• Principals and teachers noted that residents’ relationship building

with students allowed for increased learning

Technology Integration

Residents feel prepared to integrate technology effectively in the classroom

RESIDENTS Strongly Agree Agree Disagree Strongly Disagree I feel prepared to integrate technology effectively in the classroom. 67% 33% PRINCIPALS AND MENTORS Strongly Agree Agree Disagree Strongly Disagree I feel my KRTR resident(s) are prepared to integrate technology effectively in the classroom. 70% 30%