Programming & Implementation Dr. Jennifer Waddell Assistant Professor/Associate Director

1. Breaking New Grounds in Recruiting, Retaining and Preparing Diverse Urban Teachers: An Urban-Focused Teacher Education Program Programming & Implementation Dr. Jennifer Waddell Assistant Professor/Associate Director

2. Programming & Implementation • Recruitment/Admission • Mentorship • Curriculum • Impact • Induction Program

3. Institute for Urban Education Context • 2 and 4 year Teacher Preparation Program • Elementary, Middle School Math, Middle School Science, Middle School English • Focus on Preparation for Teaching in Urban Communities • Cohort Model • Mission Alignment

4. Recruitment:Students of ColorFirst-Generation College StudentsUrban BackgroundPotential for Teaching in Urban Schools Then Now All Urban High Schools Teaching Cadet Programs Future Teacher Clubs Recruitment Materials Community Colleges Arts & Sciences Social Media • Partner High Schools • Grow Your Own Programs • Faith-Based Organizations • Community Liaisons • Recruitment Materials

5. Admission:Multi-Faceted Approach Then Now Academic Index Professional Writing Sample Cold Writing Sample Video Application Personal Interview Haberman Teacher Selection Interview Ongoing Selectivity Professional Dispositions • Academic Index • Writing Sample • Recommendations • Personal Interview • Haberman Teacher Selection Interview

6. Mentorship:Retention and Success Efforts Then Now Cohort Model Urban Education Seminars Midterm and semester checks Professional Disposition monitoring Individual advising Support contracts Campus services • Cohort Model • Urban Education Seminars • Midterm and semester checks • Individual midterm conferences • Support contracts • Group Advising • Tutoring

7. Curriculum • Backwards Design Approach What is Our Vision for Our Graduates? • Informed by Research in Teacher Education and Multicultural Education • Professional Reading • Dialogue • Began with a “blank slate” • Abandon territorialism

8. Theoretical Framework

9. CurriculumCurricular Themes

10. CurriculumHallmark Experiences • Urban Education Seminars • Increased Field Experiences • Arts & Sciences courses with Urban Teaching Emphasis • Practice-Based Professional Program • Community Immersion • Year-Long Internship

11. CurriculumUrban Education Seminars • Understanding Self • Understanding Others • Realities of Urban Communities • Social Justice • Courageous Conversations • Professional Dispositions • Mentoring

12. CurriculumIncreased Field Experiences • 4-year program • Field experiences connected to course work each semester • Year 1: 3-5 hours/week • Year 2: 8 hours (1 day)/ week • Year 3: 8 hours (1 day)/week plus field-based courses • Year 4: Year-Long Internship • Fall semester 3-5 days/week • Spring semester 5 days/week • Closely supervised

13. CurriculumArts & Sciences courses with Urban Teaching Emphasis • Partnership with Arts & Sciences • Special Sections of General Education Courses • Focus on Relevance for Urban Teaching • E.g. • English Composition • Physics • Required vs. Elective Content Courses • Shared Scheduling

14. CurriculumPractice-Based Professional Program • Focused Inquiry: candidates address questions about what has happened/is happening, why and the impact or outcome in relation to teaching and learning • Directed observation- candidates are provided guidance for investigating particular aspects of a phenomenon (shift from student to teacher) • Guided Practice: Guided practice- “experimenting with planning and enacting short sequence of learning experiences for a small group of students under the careful supervision of university faculty or an experienced classroom teacher is part of the process of guided practice.” (Hollins, 2011, p. 404).

15. Science Methods Yellow Elementary School Institute for Urban Education

16. CurriculumCommunity Immersion • 8-week Course Summer Prior to Final Year • Community Immersion (3-4 days/week) • Goals • Self • Others • Community • Experiences • Focused Inquiry: Readings, Panels, Discussions • Directed Observation: Field trips and Simulations • Service Learning: Community Internships • Facilitated Dialogue and construction of knowledge

17. CurriculumYear-Long Internship • School Calendar • Coursework Integrated into the Work of a Teacher • Focus on culturally relevant pedagogy, understanding students and families, thought processes and reflection • Assessment • Classroom Assessment Scoring System • Student Growth • Professional Dispositions • Teacher Work Sample (integrating curricular themes)

18. Induction Program • New Teacher Assistance Program • Support during first 2-3 years of teaching • 2-3 hours/week of one-on-one support • Monthly meetings and PD sessions • Mission Alignment • Teacher Needs • Focus on Community and Retention

19. Impact Internal • Increased Diversity of Program Candidates • 56% of current students are students of color • 11% African American males • 19% overall are males • 50% of graduates are teachers of color • 15% male • Leveraging of Teacher Quality Partnership Grant from US Department of Education ($8.36M) • Project CAUSE (Institute for Urban Education) • Impact on Teacher Education Curriculum • Program Innovations impacting all programs • Cohort model, practice-based TE, focus on Multicultural Education, Selectivity

20. Impact External • Indicators of Graduate Success • Graduation and Job Placement • 4 cohorts, totaling 52 students. • 94% percent of graduates in cohorts 1-3 obtained teaching positions • Over 50% of 2012 graduates offered positions in urban partner districts. • Assessment of Graduates • Haberman Teacher Selection Interview • score increase 12.6 points on a 45 point scale • 100% of graduates passed at exit • Classroom Scoring Assessment System • aggregate scores above the norm • Persistence • 88% of graduates have remained teaching in urban schools

21. Impact External • Community Partnership and Trust • Authentic partnerships with original partner districts • Sharing of responsibility • Job Placement of Graduates • Increasing numbers of districts and partner schools • Working towards long-term integrity of program • Long-term success of graduates • Hallmarks of UMKC/IUE graduates

22. Impact Graduates • I’ve learned so much about people and about life… about social justice, it’s something we have learned to apply not just to our classrooms but to our life. • During my time with IUE I have discovered my voice and my voice has been heard. I have been able to express who I am. I am a different person now [than when I began]. I have a broader range on what I believe with different beliefs and experiences that affect my thinking. • I have grown as a preservice teacher and as a person. Having courses that focus on social justice and multicultural education has really impacted my thinking and approach to teaching . • The IUE has helped me develop into a more critical thinking person who is never afraid to fight for what is best for my students .

23. Breaking New Grounds in Recruiting, Retaining and Preparing Diverse Urban Teachers: An Urban-Focused Teacher Education Program Programming & Implementation Dr. Jennifer Waddell Assistant Professor/Associate Director