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 goo.gl/jNV4uP Copy short URL Semitropic Buttonwillow School of Social Sciences Union School Elementary and Education Kern Rural Teacher School District District Residency http://goo.gl/jNV4uP

Inform Vision and Goals of Produce key research findings to inform teacher preparation and policy making at the state, national, the Kern Rural and international level. Teacher Residency Connect The Kern Rural Teacher Residency is dedicated to Provide professional learning and opportunities for excellence in preparing educators with the cultural collaboration for Kern County educators to promote competency and connection to community to make a 21st century skills, grit, and growth mindset. Foster significant impact in rural settings. The Kern Rural Teacher connections among CSU faculty, TK-12 partners, and Residency is committed to ensuring that children living in public education stakeholders. 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 Support positive change. 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! 71 hours of PD as a cohort Co-Teaching, Professional Learning Saturdays, Camp BLAST, RLC, and more! STEM Integration Camp BLAST! + FLM/FLGS add-on

How it all works…. 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!

1 Working Together Resident and Cooperating Teacher Selection

Resident Selection Step 1: Step 2: Step 3: Recruitment Interview process Selection and Pairing KCSOS T5 Events Introductions Interview Rubric ● ▪ ▪ ● Partner District including response Core discussion for ▪ subs/paras to prompt site location based ● Mini-corps ▪ Classroom Scenarios on applicant’s meetings (group activity) preference and CT ● Info Sessions Inner Circle/Outer match ▪ ● CYOE Circle ● Posters/Flyers

Cooperating Teacher Selection If CT is new to Based on rubric District admin. the Kern RTR a Announce CT score, after reviews University openings and observation applications and Supervisor will distribute CT Kern RTR Core gives their do a CT application at school notifies teacher recommendation observation site staff meetings. and determines to the Kern RTR using CT rubric CT/Resident CSUB team. designed by pairing. Kern RTR Core.

▪ Created strong Co-Teaching 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

4 Strengthening Partnerships Professional Development and Camp B.L.A.S.T.!

Professional Learning Saturdays Partner District Connection Nearly Teachers in Attendance To date - 150-200 per *1000 event Session Topics 34 Covered in the past 6 events since 01/16 Districts Represented 43 Out of 48 in the county Pre-Service And Mini-Corps 20-25 students at each event

B Insert!

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

Formative and summative evaluation focused on an outlined study agenda: Teacher efficacy in STEM • Teacher preparation • Teacher effectiveness • Evaluation Student achievement • Plan 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 s TEM 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 Strongly RESIDENTS Strongly Agree Agree Disagree Disagree I feel prepared to teach STEM subjects. 40% 60% 0 0 I feel prepared to call myself a STEM educator. 47% 47% 7% 0 Strongly PRINCIPALS AND MENTORS Strongly Agree Agree Disagree Disagree I feel my KRTR resident(s) are prepared to teach STEM 50% 50% 0 0 subjects. I feel my KRTR resident(s) are ready to be called STEM 50% 50% 0 0 educators.

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

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 KRTR residents’ peer group provides ongoing support and collaborative learning throughout the residency year and beyond Strongly Strongly Agree Agree Disagree Disagree I commonly asked those in my cohort for help with CSUB 67% 20% 13% 0% coursework. I will rely on the support of those in my cohort as I move 67% 27% 7% 0% into my own classroom. The KRTR Program instilled collegiality with those in my 60% 40% 0% 0% cohort. I feel part of a community of educators. 73% 27% 0% 0%

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 Strongly RESIDENTS Strongly Agree Agree Disagree Disagree I feel prepared to integrate technology effectively in the 67% 33% 0 0 classroom. Strongly PRINCIPALS AND MENTORS Strongly Agree Agree Disagree Disagree I feel my KRTR resident(s) are prepared to integrate 70% 30% 0 0 technology effectively in the classroom.