Comparison of Northeastern University s Bridge to Teaching (BTT) and UMass Dartmouth s Journey into Education and Teaching (JET) Alternative Teacher Licensure Programs for Paraprofessionals
Purpose Provide pathway to teacher licensure for Paras who do NOT have a Bachelor s degree Diversify the teacher workforce (Increasing teacher diversity by tapping the paraprofessional pool, Ana Maria Villegas, Beatriz Chu Clewall, Theory Into Practice Vol. 37, Iss. 2, 1998) Help schools and school districts to build a grow your own teacher workforce to fill teacher shortage areas Increase the higher education completion level for non-traditional students Provide pathway to teacher licensure for Paras who do NOT have a Bachelor s degree Diversify the teacher workforce (Riley, 1998; Villegas and Lucas, 2004) Build a community-based pipeline to fill high need teacher areas such as special education Increase the higher education completion rate for non-traditional students Obstacles Identified for Paraprofessionals to Obtain Licensure Same Financial hardship Social factors such as cultural and family expectations Academic preparedness and confidence External pressures such as unsupportive work environment Source: (ERIC Digest. Genzuk, Michael, 1997) Geographic Area Program Location within the Higher Education Institution Program Funding Boston, South Coast Collaborative College of Professional Studies Institutional Revenue Driven Fall River, New Bedford and South Coast school districts Center for University, School and Community Partnerships (CUSP) in the School of Education Public Policy and Civic Engagement (SEPPCE) Students take courses through the Professional and Continuing Education (PCE) Unit JET Steering Committee comprised of grant partners from BCC, UMD and school districts 5-year Transition to Teaching (TTT) Grant from U.S. Dept. of Education to be sustained by program revenues generated at the college and university 1
Program Development Program Design Academic Program Type Buy-In from the college: Dean and executive officers Education faculty Buy-in from external parties: Education collaboratives School District 1) Collaborative partnership between HEA and LEAs 2) Quasi Cohort for EDU courses 3) Dedicated Advisor at NEU 4) University Academic programs 5) University Faculty - EDU faculty are practitioners with Ed.D or Ph.D 6) Academic Pacing - Take at least 2 courses per semester - On-line, hybrid available for both Liberal Arts and Education courses BA in Liberal Studies with Education concentration Teacher Licensure in Elementary TTT Grant Development: Focus groups with BCC and UMD administrators, as well as paraprofessionals and their union reps Buy-In: Academic departments at BCC and UMD Partner school districts - Partner district superintendents wrote support letters stating they would give JET Paras priority in hiring as teachers. 1) Collaborative partnership among HEAs and LEAs 2) Cohort Model throughout 3) Dedicated Advisors at BCC & UMD 4) Articulation Agreement between BCC and UMD for smooth transfer of academic credit 5) College and University Faculty - Experienced with the adult learner - EDU faculty adjuncts are practitioners 6) Academic Pacing - Take at least 2 courses per semester - On-line, Hybrid and Face to Face 7) New Teacher Induction for first years of teaching (Moir and Gless, 2006; Wilson et al, 2004) BCC - Associates in Elementary Education UMD - Dual Degree - BA in Liberal Arts - MAT in Elementary with Sped Add-on (3.0 Undergraduate GPA required for admission) Program Length 3.5 years to earn BA & Licensure 3.5 years at UMD for dual degree 3 years at BCC with no previous college 3.5 years at UMD for dual degree and licensure 2
Recruitment Admission Requirements Support for Participants Financial Aid/Scholarships College Recruitment Specialist and Enrollment Coaches assigned to program Large group information session held at school sites, community colleges and education collaborative. Para union meetings Word of Mouth Must have an Associate s with 2.5 GPA=60 semester hours equivalent 2 year employment in instructional Para role Individual and Group Advising by one designated Academic Adviser as needed Meet as cohort twice a year MA Paraprofessional Teacher Preparation grant (state) Federal TEACH Grant Traditional federal and state grants MacFarland scholarship for prospective urban educators Bristol Community College (BCC) Large Group Info Sessions at BCC Mailings to individual schools in South Coast area districts Principals nominate a Para for JET campaign. Individual schools Info sessions District administrator meetings Paraprofessional professional development sessions High School graduate GPA open at start Motivation & Determination TTT mandatory agreement to teach in high need school district for 3 years Program Orientation, including study skills, at start of each cohort JET Handbook developed in Year 3 Group advising by Cohort every semester Individual as needed Individual Professional Advising upon entering the MAT Course instructors who understand the adult learner (to the extent possible) Financial Aid (Staff Liaison) Partner School District Liaisons MA Paraprofessional Teacher Preparation grant (state) Federal TEACH Grant Traditional federal and state grants and loans TTT JET education stipends Participant Numbers 100 paraprofessionals over 5 years 109 paraprofessionals recruited over 5 years UMD grew from 18 to 61 over 5 years (includes 38 transfers from BCC) BCC grew from 31 to 79 over 5 years 3
Participant Profile Participant Retention Rates Participant Program Completers Majority in 40 s & female plus 5 males All worked over 2 years; majority worked over 4 to 5 years Reflect the racial and ethnic make-up of the region they serve 54% retention of students over 5 years No Comparative Data for statewide retention 19 Students have B.A. s 4 have licenses and are teacher of record 4 are in Practicum 5 are graduating this year Majority in 40 s & female plus 5 males Majority have worked 5-10yrs as para Reflect racial and ethnic make-up of region UMD - 79% Retention Rate over 5 Cohorts - From 50% in Cohort 1 to 100% in later Cohorts BCC 76% Retention Rate over 5 Cohorts - From 61% in Cohort 1 to 100% in later Cohorts Comparison with State-wide retention rates for parttime, + 25 years old public college students - 8.1% at 4 year college after 4 years of attendance - 11.3% at 2 year college after 4 years of attendance (Complete College America 2011 National Report, Time is the Enemy ) 22 have B.A.s 6 have MAT and licenses 4 are teachers of record Participants in the Pipeline 35 BTT students in the pipeline 58 JET Paras still in pipeline 18 at BCC 40 UMD (14 in MAT; 26 in BA/MAT) Teacher Employment All 4 program completers have been hired in their own schools. Principals received letter when Para accepted in BTT and also when they complete program. All completers were hired in home school. 4 out of 6 program completers are employed: 3 in home school; 1 in a new urban school and district. Superintendents wrote support letters stating the districts would give JET paraprofessionals hiring priority as teachers. 4
Program Evaluation Participants Comments Learning from Each Other SWOT Analysis Institutional requirement Anecdotal evidence from participants BTT gave me an opportunity to return to school to work towards my Bachelor s degree in Liberal Studies with a strong concentration on education. We were able to share our practices and common goals, which does not often take place in our schools. The education classes offered, were taught by public school teachers and they were quite encouraging to all of us in pursuing our own classrooms. (FL2008 - Introduction to Education course evaluation) I was a student in the Undergraduate Bridge to Teaching program last year. I graduated in January after Student Teaching at the Mendell School in Roxbury. The program was helpful to me as I worked my way through the program and I greatly appreciated all that you did. In the end, I successfully received my Elementary Licensure. (2010 Participant - unsolicited comments) Recruiting participants from Community Colleges Pathway to teaching through Community Colleges Pathway from BA to MAT Financial planning for use of aid to help meet program expenses outside of academic programs such as MTEL costs. Outside evaluation required by grant Annual Participant surveys and analysis Teacher surveys and analysis Stakeholder Interviews The JET Program has changed my life. It has given me the opportunity to go back to school and finish my degree in teaching..something I never would have been able to do on my own. (Year 3 Participant Survey)...JET enhances a life professionally and personally. The support of the JET staff and the professors of Umass D along with the cohort format create a learning experience that is effective and doable. (Year 4 Participant Survey) Strategies for Paras to be able to do practicum in home school while remaining employed. Use of practicum waiver. How to institutionalize after grant ends cost benefit analysis and revenue stream to university. 5
Successes Challenges Building relationship with partner school district Hybrid courses in EDU Career Development Office Offers resume writing Program Completers are employed as teachers of record in home school. Academic self-confidence, time management Competing responsibilities work (maybe two jobs), family, coursework Changing school assignments or moving to new school Passing all MTELs (Massachusetts Tests for Educator Licensure). Elementary and Special Education licenses have 3 required MTELs. Other teaching licenses require only 2 MTELs. Transitioning to classroom teacher role in student teaching 6 Building partnerships with partner school districts. Collaboration within the university: College of Arts & Sciences, Teaching and Learning Department, Continuing Education, Student Financial Aid Increased retention rates with successive cohorts Engaged paras in reflective conversations on professionalism and readiness to teach Published articles by JET paras in Massachusetts AFT Newspaper, The Advocate 2010 National Teacher of the Year Guest Speaker Same points as BTT Plus: Maintain Cohort Model when JET students enter program with varying amounts of academic credit. Manage both undergraduate and graduate programs for the participants Arrange for Practicum while Para remains employed Integrate academic program with classroom work in order to apply new knowledge and skills and take on increased classroom responsibilities before the full Practicum Increased partnership between JET and the classroom teacher I really have limited knowledge of what my para should be doing more of to aid in the requirements of JET. (comment from Teacher Survey in Year 4)
National Association of Alternative Certification 2013 Conference From Paraprofessional to Teacher Professional: Two Successful Alternative Program Models Friday, March 15, 2013 11:00-12:00 Presenters Pamela Herrup, JET Program Director, CUSP - University of Massachusetts Dartmouth Angela Irving, Associate Director of Academic Programs (Program Director of BTT Program), Northeastern University, Boston Claire Morgan, JET Program Evaluator, WestEd Overview of Session Welcome and Introductions Question: What are the Barriers for Paraprofessionals to Become Teachers? Partner Share Program Presentations Focus on 5 Key Program Components JET Program Evaluation Model and Key Findings How could you use the data from this presentation to advance your work with paraprofessionals? Closing Thoughts and Door Prize Key Program Components for Both Programs Cohort Model Structured Academic Program with flexibility Dedicated and Consistent Advising and Support Financial Aid Partnerships with Districts and Schools Program Models Bridge to Teaching (BTT), Northeastern University, College of Professional Studies The Bridge to Teaching is a degree completion and a licensure program. The BTT Program is designed for teacher assistants and instructional paraprofessionals who are currently in practice, have earned an associate degree (or its equivalent), and wish to enter the teaching force. Graduates of the program receive a Bachelor of Science in Liberal Studies and the preparation for initial licensure, according to Massachusetts Department of Elementary and Secondary Education state guidelines. Journey into Education and Teaching (JET), CUSP, UMass Dartmouth JET is an accelerated dual degree BA/MAT program for Paraprofessionals without a bachelor s degree to become licensed teachers in high need elementary schools of Fall River and New Bedford. The JET program is funded by a 5 year Transition to Teaching Grant from the U.S. Department of Education to the University of Massachusetts Dartmouth. The JET program is a partnership with The Center for University, School and Community Partnerships (CUSP) at the University of Massachusetts Dartmouth (UMD), Bristol Community College (BCC), and the Fall River and New Bedford public schools. JET participants obtain their Associates degree in Elementary Education from BCC and then through an Articulation Agreement transfer as a cohort to UMD, where they earn a Bachelor s degree in Liberal Arts and an MAT in Elementary. JET participants can enter the program at any stage of their undergraduate studies.
PROGRAM SUMMARY BRIDGE TO TEACHING (BTT) Successes 54% Retention over 5 years Academic support from the College of Professional Studies grad and undergraduate units Trained university supervisors for practicum Communication with program participants about program and curriculum Home grown Paraprofessionals JOURNEY INTO EDUCATION AND TEACHING (JET) Successes 79% Retention over 5 Cohorts Availability of Dual Degree Program - BA/MAT All UMD graduates have earned their B.A. degree with honors Academic Support from UMD College of Arts and Sciences Strong Pipeline of Paraprofessionals from Bristol Community College Trained university supervisors for practicum Challenges Maintaining Program in changing academic landscape/environment Integrating Practicum with Paraprofessional s Job Responsibilities Passing MTELs (Massachusetts Tests for Educator Licensure) Training and supporting practicum cooperating teachers Challenges Maintaining Program in changing academic landscape/environment Integrating Practicum with Paraprofessional s Job Responsibilities Passing MTELs (Massachusetts Tests for Educator Licensure) Training and supporting practicum cooperating teachers Do Differently Develop a program pathway to Master s Degree Greater articulation with community colleges Incorporate MTEL prep as part of program curriculum Add more time management workshops Do Differently Focus on undergraduate courses first Involve schools, i.e. Principals, Teachers, more in supporting Paraprofessionals academic and professional development Learning Prior academic records are not necessarily predictors of success and completion Front load advising and support Impact Paraprofessionals are role models for their students, family members, community Community Pipeline of Teachers committed to high need schools Increased number of licensed teachers in teacher shortage areas Increased Paraprofessional workforce with Bachelor degrees Paraprofessionals become a valuable classroom resource through this program Learning Prior academic records are not necessarily predictors of success and completion Front load advising and support Identify Academic Instructors who understand adult learners Impact Paraprofessionals are role models for their students, family members, community Community Pipeline of Teachers committed to high need schools Increased number of licensed teachers in teacher shortage areas Increased the number of college educated in an area of the state which has the lowest rate of post-secondary degrees