Surviving and Thriving Post -Replication

1. Surviving and Thriving Post-Replication Elisa Stone, George Johnson & Ryan Shiba Cal Teach Berkeley UTeach Conference May 2014

2. Session Outline Maintaining Course Fidelity Securing Funding & Taking on New Initiatives Program Evaluation & Research Preparing for Leadership Transitions Continuing with UTeach Network

3. Introductions • How many of you are in cohort I? II? • How many are in other cohorts, and are here to plan ahead? • Any UTeach Austin representatives? • Others?

4. Context: Cal Teach Berkeley • Cohort 1 • Courses offered (14-15) • 4 Step 1 • 4 Step 2 • 5 Step 1/2 • 3 K&L • 3 RM • 2 all others • Interdepartmental • Budget $1 million • UC-system wide effort

5. Growth in Course Enrollment

6. Movement through Pipeline

7. I. • How can we balance curriculum development and instructor autonomy with maintaining course fidelity?

8. Maintaining Course Fidelity Rationale: • Maintain course objectives • Coherency of course sequence • Campus course approval • CA state accreditation • Alignment with other UTeach campuses

9. Maintaining Course Fidelity Successes: • Regular faculty meetings, 1:1 meetings • UTeach course materials & meetings • Collaboration with Berkeley Graduate School of Education Challenges: • Instructor turnover • New accreditation mandates from state • New funding initiatives

10. Sharing Ideas across UTeach sites

11. Discussion I: Maintaining Course Fidelity • How DOYOUbalance curriculum development and instructor autonomy with maintaining course fidelity?

12. II. • What have we found to be effective for securing funding? • How can we take on new initiatives without overextending staff capacity?

13. Securing Funding & New Initiatives Successes: • Grants- federal & private foundation • State support for Cal Teach staff; Campus support for instruction • Cross-campus collaborations • Seed money, eg. Strategic plan, UTeach induction, technology Challenges: • Sustaining funding/Long term support • Institutionalizing staff positions • Saying ‘NO’ to great new ideas • Time investment for development, eg. Private donors

14. Discussion II: Funding • What have YOUfound to be effective for sustaining funding? • How ARE YOU taking on new initiatives without overextending staff capacity?

15. III. • How can we carve out time for program evaluation and research?

16. Program Evaluation & Research Successes: • Interest from staff and master teachers • Hold regular research meetings to keep projects going • Grad student involvement from School of Education • Awarded experimental credential program status by state Challenges: • Time • Credibility • Data organization & IRB maintenance • Fund raising in this area in particular—we need a dedicated staff member

17. Discussion III. • How DO YOU carve out time for program evaluation and research?

18. IV. Leadership Transitions • At Cal Teach Berkeley: • The Dean for Mathematical & Physical Sciences, who was directly involved with the start of Cal Teach, is stepping down July 1 • UC Berkeley has a new Chancellor (last June) and Provost April), neither of whom are from STEM fields • One co-director has been on sabbatical this year • The other co-director is planning a sabbatical in 2015-2016

19. IV. Leadership Transitions • How have other programs fared through such transitions? • How can programs prepare for leadership changes? • Is there an effective model for such transitions?

20. V. • How have we benefited from continued participation in the UTeach network?

21. Benefits of UTeach network In final stage of replication: • Implementing student teaching pathway in addition to intern teaching • Attentive to expanding pipeline • In final year, we were asked to put several structures in place that had been challenging for us, eg. Course prerequisites, Step 1/2 combination Post-replication: • Accountable for data collection • Invaluable advice • Access to course websites, workshops, annual meeting, national student organization, & funding opportunities

22. Other thoughts?