Wheelock TeachBoston A Masters program to prepare diverse, - - PowerPoint PPT Presentation

Wheelock TeachBoston

A Master’s program to prepare diverse,

• utstanding new teachers for the

Boston Public Schools

Patricia Hnatiuk, Cheryl Render Brown & Karen Murphy Wheelock College

Context

• Grant: 5 year Federal Teacher Quality Partnerships

Grant (TQP)

• Boston Teacher Residency Partnership (BTRP): Boston

Public Schools, UMASS Boston’s Teach Next Year, Boston Teacher Residency, Wheelock College

– Wheelock is the only partner preparing for the ECE teacher license

• BPS is currently expanding capacity for early childhood

education, especially at the prek level

“Full-day school for four-year olds has proven to be successful.

Even in these tough budget times, we must find a way to expand the reach of early education for those who need it most… A top priority for new commitments will be early education in the Circle

• f Promise. With private, public, and non-profit partners, I believe

we can double the seats for four-year olds in the next five years.”

• Mayor Thomas Menino

State of the City Address, January 11, 2011

Wheelock College Facts

• Established in 1888 to prepare Kindergarten teachers,

programming subsequently expanded to address the full early childhood range and to include other education and social service professions, graduate programs began in 1955

• Private college with a public mission: To improve the

lives of children and families

• Currently offers Arts and Sciences and professional

programs to undergraduate students and professional programs to graduate students in the areas of Child Life and Family Centered Care, Early Childhood Education, Elementary and Special Education, Language and Literacy, Organizational Leadership, and Social Work

Boston Public School Facts

• First public school system in the U.S., established

in 1647

• Currently 127 schools
• As of April 2013, enrollment was 57,200
• 27,000 speak a language other than English at

home

• 40% Latino, 36% Black, 13% White, 8% Asian and

2% Other/Multiracial

• 75% of students are eligible for free and reduced

lunch

• 53% are eligible for food stamps

4

5

TQP Grant Program Purpose

• Provides resources to prepare teachers to teach in high-needs schools

and support them through induction

• Supports the creation of pre-baccalaureate and/or teacher residency

programs

• Requires five-year partnerships between school districts, institutions of

higher education, and community groups

• Funds requested must “supplement, not supplant” the existing

program

• Partnerships must be “visionary, collaborative, and committed to

effecting the necessary changes that result in effective teachers and improved student achievement.”

6

BTRP Partnership: The Work

Building a continuum of teacher preparation and professional development with a focus on high student achievement A. To recruit, select, and intensively prepare for BPS high-quality resident cohorts in high-need areas: special education, English as a second language, science, mathematics, early childhood, and teachers of color B. To build the capacity of a set of BPS schools to serve as strong preparation sites for new teachers. C. To develop a comprehensive support and development program for teachers in their first five years. D. To deepen and expand existing evaluation and assessment models to enable the district to use student academic achievement measures to drive the selection and training of all teachers.

The TeachBoston Program

• 2 year, cohort program
• 1st year preparatory coursework, 2nd year full

time residency in a Boston Partner School

• 37 credit NCATE/NAEYC accredited Master’s

program in Early Childhood Education; leads to Massachusetts ECE Prek-2nd grade initial license

• 4 Course Cluster in ESL/ELL to add second license

within 1 year of graduation and professional licensure after 3 years of teaching

“I am finding it very beneficial that we have advisors who are also our

• instructors. I found the course on Racial and Cultural Identities to be

hugely rewarding, enabling me to gain a perspective on many facets of humanity and how stereotypes, institutionalized racism, and bias can serve as lenses to understand how systems are created and how I can have a role in being a change agent. The Introduction to Inclusive Early Childhood Education class enable me to see how curriculum is created and the level of detail, research, and strategy it takes to create a culturally and age appropriate curriculum for students/families. The ultimate wish I have is that this learning experience continues through an unlimited number of TeachBoston Cohorts.”

• D’Anza Dambreville

Cohort 4

Program Supports

• Tuition-free program coursework
• $12,500 stipend during the residency year
• Paid student health insurance during the

residency year

• Job placement assistance to secure BPS

teaching position in prek-2nd grade classrooms after program completion

• Licensure Exam preparation support

Recruitment Process

• Specific TeachBoston admissions process
• Affirmative outreach, including to BPS

Paraprofessionals with Bachelor’s degrees

• Advertising in free Metro Newspaper to reach local,

urban population

• Admissions files read and rated by multiple readers

prioritizing ECE experience, urban commitment, diversity, multi-lingual candidates, connection to Boston, and previous academic success

• Subset of Candidates invited to selection days

– Group interview, mini-lesson related to a passion or interest, live write in response to video of exemplary urban teacher – Candidates rated by 2 interviewers, including BPS partners

“I enjoyed the interview process. At first I over-thought my lesson plan but ended up creating an interactive lesson that was engaging and fun. I found assessors to be friendly and that lightened the pressure. They made me feel comfortable and I left empowered and excited. I enjoyed writing the essay and putting the package together. It also was a good preview

• f the close family your cohort becomes and showcases the

type of support you will receive from advisors and instructors.”

• ToRena Webb Thomas

Cohort 3

Wheelock TeachBoston Diversity

49* TeachBoston Residents have completed or are in the process of completing the program.

Of these (including categories that are underrepresented in the BPS teaching workforce):

• 26 are Black
• 16 are White
• 5 are Asian
• 3 are Latino
• 1 is American Indian
• 9 are men
• 13 are Bi- or Multi-lingual (languages represented: American Sign

Language, Arabic, Cantonese, Cape Verdean Creole, Dutch, Haitian Creole, Italian, Mandarin, and Spanish)

*There has been some attrition across cohorts-the 49 listed here are those who remain

BPS Partner School Selection

1. Consult BPS and Wheelock College colleagues and alumni for recommendations of schools 2. Narrow list to eliminate competing with other in-house and partnership sites 3. Contact school principals to share WTB model and express interest in selection process 4. Conduct visits to potential partner BPS Schools

• meet with principal, potential mentor teachers, and other school personnel
• conduct classroom observations
• share draft Memorandum of Understanding (MOU) outlining program model

and respond to questions

5. Collect WTB Field Team observation feedback and determine School disposition post-site visit; make partner school decisions 6. Contact schools with decisions and share feedback; arrange meeting to negotiate final MOU and match WTB residents to mentor teachers; and arrange date for residents to visit, meet mentor teachers and other personnel, observe classrooms, and tour school

Partner School Development and Support

• Wheelock Partner School Liaisons/Supervisors
• BPS Site Liaisons
• MOU with each school outlines clear

roles/responsibilities for all parties

• Ongoing, required professional development

for Mentor Teachers

• Graduate course offered for credit: LPA 702

The Role of the Mentor Teacher

Wheelock TeachBoston Residency

• Residents assigned in groups to partner schools
• Work for full school year under supervision of 2 Mentor

Teachers and Wheelock Supervisor/School Liaison

• Residents are integrated into school community and

expectation to participate in school activities beyond assigned classrooms

• Half year in Prek/k classroom and half year in 1st/2nd grade
• Planned visits to upcoming and previous classrooms to

ensure connection and knowledge of curriculum/child growth over full school year

• Year-long seminar to encourage mutual support and

community of practice across the cohort

“My mentor teacher has been huge for me. I think it really is the first time that I've seen a classroom that I feel is better than anything I've done before. I'm feeling challenged and like I want to do more with my career. My mentor teacher and I have a good relationship and she talks me through a lot of her thinking and gives me a lot

• f responsibility in the classroom.”
• Kevin Mullen

Cohort 3

Placement and Induction Support

• Placement Coordinator in BPS HR works with Wheelock

faculty to prepare residents for job search and provides direct assistance in securing a position in the district

• Ongoing coursework in teaching English language

learners

• Assigned New Teacher Developer through BPS as well

as Wheelock Five Oaks Mentor Corps in 1st and 2nd years

• Critical Friends’ group led by Wheelock faculty member

to provide ongoing community of practice into first year of teaching

• Yearly all-Wheelock TeachBoston event to foster cross-

cohort connections

“The benefit of the cohort is the creation of a learning community and a sense that we are all in this together. Teach Boston set me up to succeed in a classroom setting due to the program's focus on the development of the whole child. Emphasizing that children always come first and providing them with opportunities to develop their

• wn communication and inquiry skills is essential.”
• Chris Herman

Cohort 1

Accomplishments

• Recruitment of diverse cohorts to help meet

district diversity goals

• Job search/placement (this is a jobs program

funded by the ARRA)

• Groundbreaking model for delivering a Master's

degree and licensure in ECE in partnership with BPS as they expand ECE classrooms

• Development of school sites’ capacity to support

teacher training

• Enhancing teacher representation of

communities (children & families) enrolled in BPS

Challenges

• District/School restructuring
• MTEL Licensing Examinations

– Time to program completion, ELLs at disadvantage

• Financial Pressure during residency year
• Intensity of Program for Residents

– Families, accessing academic supports, supporting adult learners

“I still run into my mentor teacher and others that I worked with during my residency. They have offered their help with resources and any support I need, which is nice to have during my first year

• teaching. Keeping in touch with my Wheelock cohort has also

been important in my success because we have been through a similar process in schooling, student teaching and teaching children in high need areas-we provide support for each other when we get frustrated but it seems like we all go through very similar experiences, especially with the population that we work with.”

• Deicy Audon

Cohort 2

Some Conclusions

• Collaborative higher education and public school partnerships can

create better working relations and provide interactive longevity between and among faculty, teachers, paraprofessionals, administrators and college students.

• Effective engagement of student teacher residents in classrooms

involves ongoing guidance, support and reflective practices with program supervisors and mentor teachers.

• Achieving enrollment of diverse students in urban residency

programs can be accomplished intentionally through affirmative

• utreach and nurturing local community alliances.
• Really high quality teacher preparation requires investments of

time, funds and commitment to the academic and professional growth and expertise of teachers and residents.