William Curlette, Harley Granville, DaShaunda Patterson, Pier Junor Clarke, Gwen Benson, Susan Ogletree, Robert Hendrick, & Mina Veazie

Teacher Candidates in a PDS Year Long Residency Program: Implementation and Evaluation

Presentation Agenda

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Teacher-Intern-Professor (TIP) Groups with AAR: A Model- Dr. William Curlette

Implementing TIP Groups with AAR: A TIP Professor’s Perspective- Dr. Pier Junor-Clarke

NET-Q Teacher Resident Program: An Overview- Dr. Dashaunda Patterson

A View from the District Office: Mina Veazie- Coordinator, DeKalb County School System

Welcome from Dr. Gwen Benson- PI of NET-Q

NET-Q Evaluation Findings- Harley Granville, Research Associate II NET-Q6

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7 NET-Q Evaluation Findings- Harley Granville, Research Associate II NET-QQ & A

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NET-Q Teacher Resident Program: An Overview

Anchor Action Research (AAR): A ModelDr. DaShaunda Patterson

Teacher Residency Recruitment and

Application RequirementsRecruitment• underrepresented populations,• mid-career professionals,• former military personnel, and • recent college graduates with a record of academic

distinction.

Application Requirements meet GSU application requirements, must have a minimum 3.0 undergraduate GPA, interviewed by NET-Q partnership school

representatives and university faculty members.4

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Teacher Intern Professor Groups with Anchor Action Research: A Model

Anchor Action Research (AAR): A ModelDr. William Curlette

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Teacher Intern Professor Groups with Anchor Action Research: A Model

A TIP Group is a focused, classroom-based learning community consisting of a university professor, the mentor or supervising classroom teacher, and the pre-service teacher intern dedicated to increasing the quality of pre-service teacher preparation by enhancing competencies in teaching a unit of instruction through focused collaboration, ongoing support, and other resources.

All NET-Q Residents participate in a TIP group and co-design and conduct rigorous empiric research on TIP group identified classroom challenges.

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Teacher Intern Professor Groups with Anchor Action Research: A Model

Anchor Action Research: Anchor Action Research means that the research is concerned with changes in current policies and practices and is anchored through commonalities among the studies in methodology (primarily quasi-experimental designs) and student academic achievement outcome variables.

These studies originate with the teacher and/or professor where the topics for studies focus on the following:

1. change in instructional practice, and/or 2. change in delivery of the curriculum

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Implementing TIP Groups with AAR: A TIP Professor’s Perspective

Anchor Action Research (AAR): A ModelDr. Pier Junor Clarke

University Professor’s Perspectives

Implementation of TIP model

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TSuccesses• Strong relationships among

the TIP group• Research sessions that

augment development of the AAR projects

• Mentors’ experiences

Lessons Learned• Professor to monitor smaller

number of TIP groups• Consider online meetings to

support Mentor Teacher • Consider one day of focused

work for Interns on campus-site

Managing the TIP GroupRelationships Among TIP Group

• Supported financially,

socially, & emotionally• Guide on the side• Sense of Community as:

• A Cohort• Collaborative (TIP)• Becoming Action

Researchers

Invitation to sessionSat. March 10th 2012

Carson City 14:30 – 5:15pm

Interns’ Experiences

• Mentor Teacher - Teacher

Intern • University Professor -

Teacher Intern • Mentor Teacher - University

Professor• Mentor Teacher- Teacher

Intern- University Professor I

T P

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TIPModel

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A View from the District Office

Anchor Action Research (AAR): A ModelMina Veazie, M.Ed.NET-Q Project Coordinator

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A View from the District Office

DCSD Demographics 98,000 Students/142 Schools

DeKalb County Schools, AYP Release for 201143 of 126 schools (34%) made AYP in 2011

(subgroup performance in Math and ELA and the Graduation Rate-(SWD, ELL, and Econ Disadvantaged)

ETHNICITY PERCENT

African American 69 %

Hispanic/Latino 12.7 %

White 11 %

Asian/ Hawaiian 5.5 %

Multiracial 1.5 %

Native American 0.2 %

Free/Reduced Lunch 76%

A View from the District Office

Welcome to Any School District USA

Ethical lapses in financial management, assessment and accountabilityNew SuperintendentDecline in AYP, below the national, state, regional and bordering districtsVeteran Teaching Force RetiringSchool ClosingsIncrease in Low Income, Free and Reduced Price LunchDecline in Population = Decline in Tax Base = Decline in Students =

Decline in Budget ($41M Shortfall)Increased diversity (increased issues related to immigration and citizenship)High Demand/Needs Areas: Special Education, Math, Science, ELNew Standards, CurriculumIncreased requirements for technology and capacity to integrate

A View from the District Office

NET-Q Resident Impact

Content and Depth of Knowledge (DOK)Change culture to increase professionalism and leading by learningPioneer openness to learning and changeUp-grade instructional quality, student engagement, especially with students of diverse ethnic, academic backgroundsStimulate: interest in subjects, leading the field through exemplary performance, fidelity to the use of sound research to bolster instructional strategies and interventionsIncreased enthusiasm for and participation in professional developmentEnhanced training and support for mentor teachersIncreased training and support for other faculty and staff: Cross Career Learning Communities (CCLC), Common Core Standards (CCS), Instructional Strategies and Academic Interventions, and Conflict Management99% hired by metropolitan school districtDevelopment of solid repository of action research and qualitative data

A View from the District Office

NET-Q Resident Background and Experience

Experience and background of residents includes:

Range in age: 22- 35Bachelors Degree, Strong GPANavy NCO (8 Years), Engineer (Cum Laude)Probation Officer (10 Years)HS TeacherES TeacherYouth WorkerElementary Education (Cum Laude, Semester Abroad/China)Existing capability and commitment to use of technologyExperience in range of cultures and communitiesDiverse ethnic, cultural, and gender backgrounds

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Evaluation Findings

Anchor Action Research (AAR): A Model

Harley Granville

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Evaluation Findings

Anchor Action Research (AAR): A ModelTopics Discussed in TIP Groups:• Classroom Management Techniques and Strategies• Differentiating Instruction• Engagement Strategies• Cooperative Learning Strategies• Parallel Teaching• Grouping Strategies• Peer-to-Peer Teaching• Modeling• Lesson Planning• ESOL Strategies• Reteaching Strategies• Planning & Implementing AAR Projects• Using Data to Drive Instruction• Professionalism

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Evaluation Findings

Anchor Action Research (AAR): A ModelBenefits of TIP Model• Enhanced collaboration levels between TIP Stakeholders• Enhanced feeling of belongingness, mutual support, and focused direction• Increased resident feelings of TE through constant feedback from MT and MP• Increased self confidence• Increased capacities to analyze and utilize data effectively for assessment and

lesson planning• Increased awareness of the importance of using research to inform practiceBenefits of AAR Project:• TR sees other teacher and style and subsequent impact on SA• Increased efficacy in conducting Action Research to address classroom

concerns• AAR findings useful for stakeholders: Boundary Spanning• Increased efficacy in handling, managing, and utilizing data.

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Evaluation Findings

Overall Opinion of the Teacher Residency Program

NET-Q Mentor: This program has proven to be, in my opinion, more effective than any that has preceded it. Residents brought much to the table via content knowledge. It has been a “win-win” situation for all stakeholders.

NET-Q Mentor: Great Program! I think it is wonderful that these students (Residents) get a chance to be in the classroom for an entire year. They will be so much more prepared for their own classrooms.

NET-Q Resident: I thought that it was a valuable experience. It gave me a sense of what to look for, I am seasoned I know what FCSS needs of me as a teacher, inputting grades into systems and FCSS instructional framework. I know the ends and outs. Invited to preplanning and met coworkers. I started off just like a regular teacher. I know what to look for when I get my own class next year. I had the time to gain respect from students from the beginning.

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Thank You

Questions?