Teacher Quality Enhancement Partnership (TQE-P)What is TQE-P?
The Columbus, Ohio Higher Education Partnership received a Teacher Quality Enhancement grant from the U.S. Office of Education to deliver specialized urban teacher preparation.
Our 5 higher education partners are;
1. Columbus State Community College
2. The Ohio State University3. Otterbein College4. Capital University5. Ohio Dominican University
What is the primary goal of TQE-P?
The overarching goal of TQE-P is to create and implement specialized, improved teacher preparation and targeted professional development, with a focus on math and science at the middle school level, in order to increase student achievement.
Bottom Line:Increase Urban Student Achievement
Three Objectives of the GrantObjective 1:Pre-service Education:Identify, recruit, and train novices for middle school math and science.
Objective 2: Urban Teacher Education Mentoring:Provide ongoing and meaningful mentoring in years 2 – 5 of teaching.
Objective 3:Urban In-service Teacher Education Content and Pedagogy:Improve current teachers’ capacity to deliver a standards-based curriculum in math/science to all students.
Culturally Relevant Pedagogy
“Culturally relevant teaching that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” ----Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children, pp. 17-18.
People from different cultures learn in different ways. To maximize learning opportunities, teachers should gain knowledge of the cultures represented in their classrooms and adapt lessons to reflect ways of communicating and learning that are familiar to the students.
Teachers must help students recognize, understand, and critique current social inequities, a practice through which people are incited to acquire a particular “moral character” and affect change.
Students should receive the consistent message that they are expected to attain high standards in their school work. This message must be delivered by parents, teachers, guidance counselors, administrators, and other school personnel.
Critical Consciousn
ess
Academic
Success
Content Cultural Competen
ce
February 27, 2006
Content, or curriculum, is established by state education departments and local school districts and often includes: academic content standards for a given discipline, performance measures, and learning and assessment materials.
Self-Study: A Model for Pre-service and In-service Teachers
This presentation describes a self-study model that is serving as the conceptual foundation for both peer coaching and field experiences.
What is Self-Study ?
“Study of the self and study by the self.”
(Samaras & Freese, 2006)
Roots of Self-StudyPsychology
Study of the self
Individualized Learning Independent, self-paced
instruction
Institutional/Program Evaluation Alignment between mission
and program/policies
Difference between Action Research and Self-Study Action research focuses
on what a teacher does. Self-study focuses on
who the teacher is.
Self-Study Researchers Focus on personal as well as professional growth Use personal history to understand current actions
(biography, autobiography, narrative) Examine their beliefs and actions in order to
determine whether there is a “disconnect” between the two
Are willing to be open about their weaknesses, fears, prejudices, etc.
Collaborate with others throughout the self-study process
Self-Study: Resolving “Living Contradictions” (Whitehead, 1989)
You may want to close the gap between your teaching philosophy and your teaching practices.
Example:
I believe that all children can learn, yet I seem to have given up on Joe because of his inattentiveness and lack of motivation.
Levels of Reflection(Hatton and Smith,1994) Description: Summarize what happened Descriptive Reflection: Describe and provide
some reason or justification Dialogic Reflection: Step back and come up
with alternative explanations Critical Reflection: Demonstrate an
awareness of how actions and events are embedded in broader historical, political, social contexts
The Urban Field Experience:Preparation
The Role of the Field Director Knowledge of urban education environments
Experience as an urban teacher Experience supervising in urban settings
Knowledge of local urban districts Part of the TQE-P team
Understanding of goals, roles and responsibilities Direct connection to mentor teachers
The Urban Field Experience:Frustrations District placement issues
Inability to contact schools directly Heavy competition Mentor preparation Time lag from request to placement Communication problems
Field issues Problems with mentor teachers Problems with field placement students
The Urban Field Experience:Wish List Direct communication between field directors
and mentor teachers Enough lead time for orientation
Mentor Teachers University Students Classroom Students
Regular feedback from mentor teachers, university supervisors and university students
TQE-P Mentor Program
The objective of the mentoring program is to provide ongoing and meaningful mentoring to apprentice math and science middle school teachers (in years 2-5). These mentors also work with pre-service candidates.
Image source: www.seton.net
TQE-P MentorsTQE-P Mentors are individuals who have demonstrated excellence in teaching math and science in urban middle school classrooms
TQEP Mentor Training Timeline
TQEP Mentor Training Timeline
SEPTEMBER3rd Week Review Applications of Prospective Teachers4th Week Notify the teachers who have been selected 5th Week “The Role of a Mentor Teacher”
Mentors Only
OCTOBER2nd Week Developmental Stages in Teaching
Mentors Only4th Week Coaching (observation, conferencing, and feedback)
Personal Effectiveness, and Leadership Mentors Only
NOVEMBER4th Week Happy Thanksgiving!5th Week Personality Profile, Working Styles, and Communication Styles
Mentors and Mentees
TQE-P Mentor Training Timeline
TQE-P Mentor Training Timeline
DECEMBER2nd Week Effective Classroom Instruction and Practices
Mentor Teachers to Present to the MenteesJANUARY2nd Week Framework for Understanding Poverty and Culturally
Responsive TeachingMentors and Mentees
4th Week Adolescent DevelopmentMentors and Mentees
FEBRUARY2nd Week Brain Based Learning and Differentiated Instruction
Mentors and MenteesMARCH2ND Week Classroom Management
Mentors and MenteesMAY2nd Week Stress Management for Teachers
Mentors and Mentees
Mentoring Commitments
Discuss teaching with mentee once a week and complete log sheet.
Plan with mentee once a month. Observe mentee once every nine weeks, via
videotape or in-class visit. Be observed by your mentee once every nine
weeks, via videotape or in-class visit.
TQE-P Weekly Mentee Log
+
Plus
What are some positive things that happened this week?
∆DeltaWhat are some areas of concern?
Rx
Solution
What are some possible solutions?
TQE-P Weekly Mentee Log
Focus Teaching Area:
Plan of Action:
Evidence that supports that the “Plan of Action” is effective:
Evidence that supports that the “Plan of Action” isn’t effective:
Next Steps:
TQE-P Weekly Mentee LogStrategies Used: Number of times used throughout the week:
Bloom’s Taxonomy(analysis, evaluation, synthesis)
Marzano’s Strategies
Identifying Similarities and Differences
Summarizing and Note-taking
Reinforcing effort and providing recognition
Homework and practice
Graphic Organizers (nonlinguistic representations)
Formula Writing & Writing across the Curriculum
Culturally Relevant Connections (academic achievement, cultural competence, socio-political awareness)
Differentiated Instruction (Layered Curriculum)
Assessment (formal or informal)
TQE-P Pre-Service Candidates
Understanding the Young Adolescent
Note physical, cognitive, social, emotional, and moral developmental characteristics (and individual as well as group variations)
Test knowledge of adolescent culture (what is “cool” in one era is either “uncool” or simply nonexistent in another)
Developing Cultural Competence
Learn about cultural, ethnic, socioeconomic, and religious orientations
Participate in cultural immersion experiences that are outside of familiar territory (community-based field setting)
Developing Cultural Competence
Develop a deeper understanding of context through community mapping Develop a deeper understanding of context through community mapping exercise
exerciseDevelop a deeper understanding of context through community mapping
Understanding the Profession
Observe classroom routines Assist a TQE mentor teacher by
taking over some non-teaching duties, tutoring individual students or working with small groups
Look for specific examples of STAR teacher characteristics
Next Steps:Moving into Teacher Ed Programs
Program entry requirements at HEPs Funding
Grant $$ Additional sources of funding
Continuation of TQE-P focus Urban preparation Trained mentors Field placements
Next Steps: Challenges Traditional program formats
Non-traditional student population pool Daytime only =mostly traditional students
Delivery options Web-based/hybrid courses Off-campus classes
Field experience options Sites Scheduling