Twin Cities Teacher Collaborative

Transcription

1 Twin Cities Teacher Collaborative Can Six Universities Collaborate to Reform Teacher Education? 4/26/11 presentation title date 34

2 Presentation for the Great Teachers for our City Schools Summit April Denver, Colorado Vicki Olson, Augsburg College, Minneapolis, MN My objective is to share the work of the Twin Cities Teacher Collaborative as it works to reform preparation of new teachers to serve the cities of Minneapolis and St. Paul, our geographic homes.

3 The TC2 Urban Teacher Residency Program draws upon the unique strengths of our institutions of higher education and district partners to provide a dynamic and focused professional experience for aspiring teachers.

4 End Slide Twin Cities Teacher Collaborative Laura Mogelson, Program Director Tel Fax ABOUT TWIN CITIES TEACHER COLLABORATIVE The Bush Foundation s Network for Excellence in Teaching (NExT) Program TC2 is part of a significant and progressive effort initiated in 2009 by the Archibald Bush Foundation, a private foundation serving MN, ND and SD. The goal is to establish a new paradigm for teaching and learning to improve teacher effectiveness as a means to close the achievement gap.

5 Network Partner Urban Teacher Residency United (UTRU) 38

6 Minneapolis Public Schools MPS Schools ( ) 45 Elementary Schools 7 Middle Schools 7 High Schools 8 Special Education Schools 8 Alternative Schools MPS Enrollment Data ( ) Total Enrollment 34, % African-American 13, % White Americans 10, % Hispanic American 5, % Asian American 3, % American Indian 1, % Special Education % English Learners* 8, % Free/Reduced Lunch 22, % *Students speak ninety different languages and dialects at home and most school communications are printed in English, Hmong, Spanish, and Somali.

7 St. Paul Public Schools SPPS Schools ( ) 44 Elementary Schools (K-6) 5 Elementary Schools/middle school (PreK-8) 1 K-12 school 6 Junior/Middle Schools (7-8) 6 Senior High Schools (9-12) SPPS Enrollment Data ( ) Total Enrollment 39, % African-American 11, % Asian American 11, % White Americans 9, % Hispanic American 5, % American Indian % Special Education % 1 Junior/Senior High Schools (7-12) 28 Special Education Schools, Alternative Schools, Area Learning Centers English Learners* 16, % Free/Reduced Lunch 27, % *Students speak more than 103 languages and dialects at home and most school communications are printed in English, Hmong, Spanish, Karen and Somali.

8 TC2 Mission TC2 is an innovative partnership that recruits, prepares, supports and empowers teachers to be effective instructional leaders with a commitment to social justice and capacity to foster high academic achievement for all students.

9 Driving Questions Students What kinds of experiences do children need in order to grow and learn, to develop the confidence and competence they need to succeed in life? Teachers What kinds of knowledge do teachers need to have in order to facilitate these experiences for children and youth? Program What kinds of experiences do teachers need to have in order to develop these kinds of knowledge? -Linda Darling-Hammond and John Bransford, Editors; Preparing teachers for a changing world: What teachers should learn and be able to do; 2005

10 TC2 Key Design Elements Recruitment Institute for Professional Mentors (IPM) Induction Support Preparation: Residency & Curriculum Assessment & Accountability With special thanks to Urban Teacher Residency United

11 MPS and SPPS needs drive our recruitment efforts. Elementary candidates who are bilingual Elementary candidates with math and science specialty areas Secondary candidates in math, chemistry, and physics K-12 Spanish candidates A diverse teaching pool

12 The TC2 Mentor Mentor professional development provides the specific training, resources, and support necessary to facilitate their work as teacher-educators working with pre-service teacher-candidates.

13 Co-teaching Residents learn and share planning, teaching, and assessment activities in classroom placement alongside mentor teachers who have been trained to work with pre-service teacher-candidates.

14 The Collaborative Residency Year Residents will spend the academic year in a classroom in Minneapolis or St. Paul Residents will co-teach with a trained mentor teacher Residents will gain a full year of teaching experience as a student teacher

15 Synthesis The residency program offers a unique synthesis of theory and practice, combining a yearlong classroom apprenticeship with carefully aligned coursework. With special thanks to Urban Teacher Residency United

16 Transforming Teacher Preparation Teacher Residencies are designed to make a qualitative and quantitative difference in student learning, achievement, and growth through significantly improving the way teachers are trained. With special thanks to Urban Teacher Residency United

17 Signature Experiences and Core Components

18 CORE COMPONENTS Backward design Differentiation for all learners, including SIOP for English Learners Data driven decision making Student engagement and classroom management SIGNATURE EXPERIENCES Co-teaching with specially trained mentors Community involvement Embedding racial equity into teaching Extended clinical experiences and residencies Teacher Performance Assessment (TPA)

19 TC2 Core Component: Backward Design Backward Design Instructional design process that begins with identifying the desired results and then working backwards to develop instruction.

20 TC2 Core Component: Differentiation Differentiation Differentiation for all learners, including training in sheltered instruction (SIOP) to design and deliver lessons that address the academic and linguistic needs of English Learners

21 TC2 Core Component: Data Driven Decision Making Data Driven Decision Making Collaborate in a PLC structure, learning how to ask and answer these questions: 1. What do students need to know and be able to do 2. How do we know they learned it? 3. What do we do if they haven t learned it? 4. What will we do when they already know it?

22 TC2 Core Component: Classroom Management Classroom Management Effective teaching techniques to help new teachers engage students and create a positive learning environment.

23 TC2 Signature Experience: Co-Teaching during the Residency Coteaching Residents learn and share planning, teaching, and assessment activities in classroom placement alongside mentor teachers who have been trained to work with pre-service teacher-candidates.

24 TC2 Signature Experience: Knowledge of Students Community Knowledge of Students Community Contextualizing student learning through knowledge of culture and community

25 TC2 Signature Experience: Equity Equity Embedding racial equity into teaching

26 TC2 Signature Experience: Technology Technology Integrating instructional technology

27 TC2 Signature Experiences: TPA Classroom Management Co-teaching PLC Knowledge of Students Differentiation Racial Equity Backward Design TPA Teacher Performance Assessment Technology

28 Assessment and Evaluation Assessment and evaluation to demonstrate effectiveness at each stage of the TC2 preparation continuum; assessment outcomes are linked to continuous program improvement.

29 High-need/Lowenrolled (e.g., Secondary STEM post-bac Residency) St. Thomas Augsburg TC2 Hamline Signature Experiences and Core Components Cooperating Teacher PD and Induction Mentor Teacher PD Bethel St. Kate s Concordia 4/26/11 62

30 Future Plans: Induction support Induction support for 3 years after the residency and support through professional learning communities which include residents, university faculty, supervisors, and P-12 personnel.

31 Group Discussion What models work in the reform of Teacher Education in an outcomes-based model? With the current push for alternative pathways to licensure how do we work to maintain quality programs? How can we successfully integrate a full-year residency into an undergraduate and graduate programs? In the future what role should higher education based teacher education play in developing new teachers?