Empowering Educators: Grow Your Own Grant Program Support Webinar

1. Grow Your Own Cycle 1 Grant Program Support—WEBINAR 1 SEPTEMBER 2018

2. Agenda • Introduction and Context: The Grow Your Own Movement • Outcomes of a Successful Grow Your Own Program • Listening to the Field: Conceptualizing the Grow Your Own Grant • Grow Your Own Grant Requirements • Becoming a Grow Your Own Ambassador • Achieving Your Vision: Centerpieces of High-Quality Education and Training Courses • Logistics: Teaching & Training Toolkit • Student Recruitment: Knowledge, Skills, and Dispositions of Aspiring Educators • Field Experiences • Implementation: Putting It All Together • Logistics for Consideration • Roles of the Teacher-Coordinator and Support Staff • Resources and Upcoming Technical Assistance 2

3. Introduction and Context: The Grow Your Own Movement More than 60% of teachers work within 20 miles of where they attended high school.* * Reininger, M. (2012). Hometown disadvantage? It depends on where you’re from: Teachers' location preferences and the implications for staffing schools. Education Evaluation and Policy Analysis, 34(2).

4. Outcomes of a Successful Grow Your Own Program • Motivated, successful high school graduates returning to their community to teach in hard-to-staff positions. • Students earning certifications and job placements upon graduation. • Students developing strong understandings of the education field. • Energized local workforce that reflects the community. • All teaching positions filled by highly skilled, well-prepared professionals. • Public successes and strong partnerships.

5. Listening to the Field:Conceptualizing the Grow Your Own Grant 5

6. Grow Your Own and the TEA Strategic Priority Framework 6

7. Grow Your Own, Cycle 1 Teacher Pipeline 7

8. Congratulations to the 25 Grow Your Own, Cycle 1 Grant Recipients • Amarillo ISD • Angleton ISD • Burkeville ISD • Chapel Hill ISD (Smith County) • Cumby ISD • Everman ISD • Fort Stockton ISD • Grand Prairie ISD • Lamar CISD • Lometa ISD • Midland ISD • Moody ISD • O’Donnell ISD • Pearsall ISD • Region 2 Education Service Center (Corpus Christi) • Region 5 Education Service Center (Beaumont) • Region 6 Education Service Center (Huntsville) • Snook ISD • Socorro ISD • Springtown ISD • Stafford MSD • Stephen F. Austin State University • Texas Tech University • Texas Woman's University • Timpson ISD 8

9. Grow Your Own, Cycle 1 Grant Requirements • Each high school will offer the Instructional Practices and/or Practicum in Education and Training courses • Each high school will establish or continue a chapter of Texas Association of Future Educators (TAFE) or Family, Career and Community Leaders of America (FCCLA) and participate in at least one competitive event. • Each grantee will develop SMART (specific, measurable, achievable, relevant, timely) goal(s) related to student outcomes or consistent with the purpose of the grant. • Each grantee will use project evaluation data to determine when and how to modify the program to meet SMART goals.

10. The Education and Training Course Sequence

11. Becoming an Ambassador for Education and Training Programs THE NEED • High importance of quality teachers • Shortages in STEM, special education, and ESOL • Not a sought-after career option • Underprepared novice teachers • Unique rural challenges • Teacher workforces not reflecting community demographics THE OPPORTUNITY • High school students crave making community impact • Promising long-term strategy to address shortages • More partners and allies in the community • Investment from Texas leadership • Increase teacher retention

12. Agenda • Introduction and Context: The Grow Your Own Movement • Outcomes of a Successful Grow Your Own Program • Listening to the Field: Conceptualizing the Grow Your Own Grant • Grow Your Own Grant Requirements • Becoming a Grow Your Own Ambassador • Achieving Your Vision: Centerpieces of High-Quality Education and Training Courses • Logistics: Teaching & Training Toolkit • Student Recruitment: Knowledge, Skills, and Dispositions of Aspiring Educators • Field Experiences • Implementation: Putting It All Together • Logistics for Consideration • Roles of the Teacher-Coordinator and Support Staff • Resources and Upcoming Technical Assistance 12

13. Achieving Your Vision: Centerpieces of High-Quality Education and Training Courses Strategic approaches to recruitment and field experiences will power up local programs.

14. Logistics: Teaching and Training Toolkit

15. Student Recruitment—Who Wants to Teach? “Perceived Teaching Abilities” and “Desire to Work with Young People” are among the top motivators for choosing teaching as a career.* * Watt, H. M. G. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28, 791–805

16. Student Candidate Selection Cycle

17. Grow Your Own Goals

18. Recruiting Student Candidates Year-Round

19. Logistics: Teaching and Training Toolkit

20. How do field experiences work?

21. Types of Field Experiences

22. Types of Field Experiences: Observations • Job-shadowing across a typical school day • Snapshot “fly on the wall” observation of multiple grade(s) and subject(s) • Full lesson “fly on the wall” observation of specific grade(s) or subject(s) • Specific instructional activity observation, such as: • transitions between whole-group and small-group instruction, • transitions between content blocks, and • informal assessment administration • Rotation observation of activities in noninstructional roles, such as • librarian, • counselor, and • administrator

23. Types of Field Experiences: Assistance • Support for specific students across activities • Support for specific activities, such as: • peer tutoring, • individual instruction, • leveled reading groups, • targeted mathematics support, and • science experiment demonstration • Support for materials development

24. Types of Field Experiences: Internships • Student support • Monitoring • Student data analysis • Lesson planning • Co-teaching

25. Agenda • Introduction and Context: The Grow Your Own Movement • Outcomes of a Successful Grow Your Own Program • Listening to the Field: Conceptualizing the Grow Your Own Grant • Grow Your Own Grant Requirements • Becoming a Grow Your Own Ambassador • Achieving Your Vision: Centerpieces of High-Quality Education and Training Courses • Logistics: Teaching & Training Toolkit • Student Recruitment: Knowledge, Skills, and Dispositions of Aspiring Educators • Field Experiences • Implementation: Putting It All Together • Logistics for Consideration • Roles of the Teacher-Coordinator and Support Staff • Resources and Upcoming Technical Assistance 25

26. Implementation: Putting It All Together

27. Logistics for Consideration • Partnerships with postsecondary institutions • Transportation • Field experiences • Incentives • Data collection • Career and Technical Student Organizations: TAFE and FCCLA • Curriculum 27

28. Roles of the Teacher-Coordinator and Support Staff • Developing the Education and Training program (postsecondary partnerships, incentives/recognition, CTSO engagement) • Supervising field experiences (transportation, scheduling, field-site recruitment) • Coordinating and collaborating with field-site teachers (selection, onboarding, feedback loops) • Evaluating the student-intern in tandem with the field-site teacher (assessment activities, reflection activities) • Evaluating the effectiveness of the Education and Training program • Maintaining program, student, and field-site documentation • Retaining program records for the period stipulated by TEA

29. Resources and Upcoming Technical Assistance Check out: • Texas CTE Resource Center: https://www.txcte.org/ • Texas FCCLA: https://www.texasfccla.org/ • TAFE: https://www.tafeonline.org Coming soon: • Next quarterly webinar for Grow Your Own grantees: December 2018 • “By popular demand” webinars on high-interest topics • Grow Your Own share site • Interactive Community of Practice site Get in touch • GYOgrant@tea.texas.gov 29