Setting Submissions

Description of the local partnership

The Center for Educator Preparation at Colorado State University has designed and delivered teacher and principal licensure programming as a developmental progression of coursework and field experiences leading candidates carefully through the initial process of learning to teach and culminating in final recommendation for licensure (see Appendix A).  Programs are delivered in four discrete phases of study and reinforced throughout by a consistent philosophical and programmatic core of learning based on standards (national, state, and institutional), by extensive and intensive partnerships between and within the university and local school communities, and by maximizing the experiential learning opportunities for candidates.  This design is based upon the work of the National Council for Accreditation of Teacher Education (NCATE) Professional Development School (PDS) Model (2001; 2014). PDS’s are innovative institutions formed through intentional partnerships between professional education programs and school districts (NCATE, 2014).  This model implements a 4-fold mission of 1) educator preparation, 2) faculty development, 3) inquiry directed at the improvement of practices and 4) enhanced student engagement; with the overall intent to create 21^st Century Centers of Pedagogy (Zimpher & Howey, 2013). Centers of Pedagogy “are university-based hubs devoted entirely to supporting all practices and innovations, laboratory and clinical, necessary for creating high-quality teachers (and leaders).  It is both a laboratory site and a satellite site for clinical classroom placements” (p. 409). The PDS model is grounded in John Goodlad’s original work A Place Called School (1984), in which he and colleagues conducted the first ever ethnographic study of public education crossing the United States to understand what, how and when learning takes place.  Findings indicate the more teacher and principal training institutions and PreK-12 schools can purposefully collaborate together, instilling a simultaneous renewal among all participants, the better it will be for children and youth, as well as to the sustainability of the nation’s public educational system. This seminal work resulted in the National Network for Educational Renewal (NNER), a network of educator preparation, Arts and Sciences faculty, and PreK-12 school districts partnering to support a four pronged mission to advance education in a democracy (NNER, 2016) and includes 1) providing access to knowledge for all children (equity and excellence); 2) educating the young for thoughtful participation in a social and political democracy (enculturation); 3) basing teaching on knowledge of the subjects taught, establishing principles of learning, and sensitivity to the unique potential of learners (nurturing pedagogy); and 4) take responsibility for improving the conditions of learning in PreK-12 schools, institutions of higher education and communities (stewardship). As reported by Goodlad, Soder, & Sirotnik (1990), faculty members in educator preparation have a responsibility to future teachers and leaders to not only transmit information, but also model what their candidates are expected to do.  In order to build appropriate competencies, the professional education faculty at Colorado State University is committed to teaching and modeling effective instructional practices creating an invitational environment, translating critical theory to classroom practice.  Through experiencing and reflecting on these practices and environments, teacher and principal licensure students will better comprehend the role of the teacher and leader as facilitators of student success.  Goodlad, et al. (1990) reminded us, “faculty of the school must come together to plan the array of teaching methods to be demonstrated in the program, the kinds of faculty-student interactions to be modeled for and replicated by their students, and the ways in which students are to participate in evaluating the teaching they observe and the curriculum they experience” (p. 290). This concept of effective modeling is similarly addressed in Vygotsky’s (1986) concept of relational imitation and through John Dewey’s (1938) notion of learning through direct experiences.  In their endeavor to identify specific instructional features promoting meaningful growth in teacher candidates, Jensen & Winitzky (1999) examined over 43 studies on educational improvement.  Thirty-two of these investigations reported meaningful learning in candidates when training programs emphasized course content used in context, repeated reflection, and modeling by faculty and other professional educators. As Goodlad, et al. (1990) surmised, “We recommend, then, that the responsible faculty plan not just a sequence of courses and field experiences but deliberate demonstration of pedagogical procedures their teacher and leader candidates will be expected to use in the practice part of their preparation programs” (p. 291). The educator preparation programs at the CEP are developmental in their phase design, with courses and field experiences intended to address the progressive stages of learning to teach (or lead), and take place in PreK-12 schools.  Skills, knowledge, and dispositions in each program phase are built upon those that precede and on the developing skills and understandings of pre-service candidates.  The conceptual framework of these licensure programs support the development of new teachers and leaders who understand how best to facilitate student learning based on their roles as learners, collaborators, and leaders.  The components of this theme are grounded in a strong knowledge base developed from research and best practice. The Center for Educator Preparation currently partners with over 40 schools within three school districts in northern Colorado. Formalized agreements with each school district partnership determines the governance structure.  Partnerships are strong between instructors and school administration and staff as well as between CEP administration and district administration, both at the building and district level.

Major Accomplishments and Successes

Thompson Apprenticeship Pipeline Project (TAPP): In an attempt to recruit and retain highly prepared and qualified teachers to Thompson School District, CSU and TSD will work together to create a pipeline supporting teacher candidates through three phases of their program at CSU with a focus on TSD initiatives and processes.  Teacher candidates will be supported with a seminar co-taught by a TSD employee and a CSU employee, specializing in preparing teacher candidates to thrive in the district. Pilot Program (start FA16)

• Teacher candidates commit to 1.5 years in Thompson School district where they:
  1. Take EDUC 350 at Conrad Ball Middle School in Phase II (FA16)
  2. Take EDUC 450 at Thompson Valley High School in Phase III the following semester (SP17)
  3. Student Teach at either Conrad Ball or Thompson Valley (FA17)
     1. This is supported by a TAPP seminar specific to TSD professional development, needs, and initiatives and is co-taught by TSD and CEP faculty

• Candidates are guaranteed an interview and feedback in TSD with feedback
• If hired,
  1. The student teaching mentor could (if approved and compete mentor training) continue to mentor the new teacher throughout the first year of teaching, thus bridging the mentoring gap
  2. The induction process is differentiated (lead by TSD)

Math and Science Partnership (MSP) Grant Project:  CSU education faculty and faculty in the Department of Natural Sciences partnering with Poudre School District to engage students in mathematics instruction and supporting in-service teachers with co-teaching pairs and instructional content support. Professional Development for Partner Schools in Co-Teaching: Professional Development hosted by CSU CEP faculty around co-teaching, pairs training, and curriculum design. School Leadership Institute with AACTE:  The American Association of Colleges for Teacher Education (AACTE) is collaborating with its member institution Colorado State University (CSU) on an initiative to improve principal preparation. The university will host a two-day School Leadership Institute this fall to survey new principals for ways to enhance university-based principal preparation programs. The research will help identify effective ways to support principals in their critical first year on the job based on feedback from recent program graduates. NNER SEED Grant with Banks Street: Leadership from Colorado State University’s Center for Educator Preparation and leadership from Thompson Valley High School (TVHS) and Conrad Ball Middle School (CBMS) have been collaborating through a Professional Development School (PDS) model to prepare teachers who positively impact students and remain in the field, learning their craft.  The need to develop skilled educators who are knowledgeable of PreK-12 school district initiatives and who remain in the field long term is critical.  This model of school district and higher education collaboration for the preparation of professionally trained teachers has been guided on the mission set forth by the National Network for Educational Renewal (NNER).  This model encourages school district and higher education partnerships engaging in collaborative simultaneous renewal for the purposes of preparing a citizenry for successful participation in a democratic society.  Professionally trained teachers who understand the current research and theory as applied to the local context are well versed to not only prepare children and youth for the challenges of living and contributing to our democratic society, but remain in the field to develop their craft long term.  The purpose of this three year project will be to work with building-level district teachers and instructional leaders in developing and implementing Standards Based Instruction at TVHS, while simultaneously expanding the current residency training pipeline program.  It is with this collaborative simultaneous renewal in mind that leadership from CSU’s Center for Educator Preparation and Thompson Valley High School embark on growing the Thompson Apprenticeship Pipeline Program (TAPP). Human Capital Management Systems (HCMS) Grant with Banks Street and NNER Partners: This proposal seeks to build stronger human capital management systems (HCMS) across a national network of ten district/provider partnerships serving high-need schools by embracing a shared framework for a teacher development pipeline, from pre-service through teacher leadership. The project builds on existing shared HCMS commitments around pre-service teacher standards to create a more fully articulated system of teacher recruitment, preparation, induction, and teacher leader development. The goal of the project is to create residency pathways for teacher candidates with aligned supports for practicing teachers that ensure students in high-need schools have consistent, equitable access to effective, diverse educators.

Current Initiatives

• Co-Teaching while student teaching (research and implementation)
• Pipeline program to address teaching shortage
• Curriculum alignment to new standards (including new portfolio)
• Increased professional development for teacher candidates, university faculty, and teachers within partner districts
• Improved training and support in career development for teacher candidates

Partnerships, Awards, Acknowledgements, or Celebrations

Successes:

Stewardship of the profession and quality teacher preparation/ Research:

• Participated in two multi-institutional grant applications lead by Bank Street College and the National Network for Educational Renewal.
• Awarded internal and external grant applications supporting the co-teaching during student teaching model in both pre-service and first year teaching.
• Senate Bill 191 has created an environment where teachers are hesitant to take on student teachers. CSU CEP continues to address these concerns with innovative placements for teacher candidates during their student teaching. Co-teaching (with a mentor teacher, and/or with more than one teacher candidate in a classroom) is a model that not only allows the mentor teacher to be present and active in instruction, but also creates an environment where collaboration is key.  Preliminary findings of our research indicate that the student teaching experience is much more rewarding for candidates, candidates are better prepared, and student achievement is higher than it would be with a teacher candidate alone. A formalized research project has been submitted for university and school district IRB approval.  In addition, we are collaborating with a similar teacher training program at LaGrange College exploring the importance of context in co-teaching during student teaching.
• Continued national presence related to Clinical Practice models for effective educator preparation. CEP faculty participated in the Clinical Practice Commission with AACTE in writing a White Paper that was presented to the Secretary of Education.

Community engagement:

• Continuation of the “Cording Ceremony” to acknowledge the accomplishments of teacher candidates, every semester for the last 12 semesters
• “Cording Ceremony” advertised more broadly as to raise the visibility of teacher licensure across campus and throughout the community.
• The Education “cords” received by teacher candidates are worn with academic regalia at each graduation ceremony, and are recognized by the Dean of each College at their commencement ceremony.
• Cooperating teachers, families, professors, mentors, and friends are often asked by teacher candidates to “cord” them. This not only increases visibility of the program, but honors those who have served as mentors, role models, and support for teacher candidates.

Testaments to the Work of our Local Partnership

Continued Work with Educational Partners:

• Creation of School District Agreements with local partnerships, to clarify, and codify the expectations/responsibilities, and rights inherent in our daily operations
• Informal and formal meetings with local Superintendents to reinforce the agenda.
• Presentations at local schools regarding the partnerships and the theoretical frameworks within which we operate.
• Professional Development hosted by CSU CEP faculty around co-teaching, pairs training, and curriculum design.
• Maintaining the complex relationships inherent in effective partnership work
• Ongoing development of partnerships that represent the mission of the NNER and the CEP
• Working with local settings around the development of mutually beneficial research opportunities
• Working with local settings around robust, dynamic experiences for teacher candidates that enact the concept of “simultaneous renewal”
• Continued work with CAEP as required for the maintenance of national accreditation, and the CAEP designation as an exemplary field placement site.
  • Dr. Jennifer Roth (Asst. Principal at one of our partner sites) serves on the Certification Review Board with TEAC
  • Dr. Roth is a CAEP Commissioner
• Letter dated November 24, 2015 confirming successful TEAC Accreditation for 7 years with no weaknesses or stipulations.
• The Co-Directors for CEP serve on the Colorado Council for Deans of Education.
• The Co-Directors for CEP serve on the NNER Governing Board
• Worked to grow the Center to increase staff that support its overall mission, vision and goals.

Implementing a Research Focus for CEP Tied to Work with Educational Partners:

• Working with education partners to critically examine the clinical practice of co-teaching during student teaching model
• Connecting with AACTE Topical Action Group: Co-Teaching in Clinical Practice so as to join the national conversation regarding this relatively new approach within teacher preparation.
• Applied for a Teacher Quality grant to support the preparation of secondary level rural educators (not funded); letters of support were obtained from multiple rural partners
• Development of a Logic Model defining our future direction and work

Local Partnership Expertise

Please see information above