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An Innovative University-School Partnership

An Innovative University-School Partnership. L. Wasburn-Moses, Miami University wasburlh@muohio.edu. Summary. - Secondary alternative school - Located on college campus - Half-day program - Mentoring and academic support by college students

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An Innovative University-School Partnership

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  1. An Innovative University-School Partnership L. Wasburn-Moses, Miami University wasburlh@muohio.edu

  2. Summary - Secondary alternative school - Located on college campus - Half-day program - Mentoring and academic support by college students - District chose online instruction, paid for tech Mentor/mentee trust activity

  3. Placement Structures Mentoring Academic Support • One-on-one • Supported by class • Social/emotional support • Service learning • Use Check & Connect curriculum • Tutoring • Third-year placement • Teacher matches area of expertise Visit from Ohio Department of Education

  4. Finances • We picked up a classroom and put it in another location • Teacher is an already-existing district employee • Transportation is the only outstanding cost of this partnership and is negotiable Our teacher at the ice arena

  5. Milestones • Three years, two sites • 50-100 placements each semester • Published research co-authored by teachers, school administrators, college students • Named “Promising Practice” in CTE • Named in President’s Higher Education Service Award • Listed on MENTOR database, serve.gov, All for Good, Mentorpro.org

  6. Benefits To the IHE To the District • Multiple field placements with one partnership • Work with at-risk learners • Accessibility • Low-cost, low-maintenance • Flexible experiences • Meets accreditation standards • One-on-one assistance • Positive placement • Close contact with IHE • Improved credit attainment, GPA • Campus activities Student researcher presenting her findings

  7. Our Data* Presentation at MU’s Digital Expo *2010-2011 data / 2011-2012 data

  8. Mentors’ description of their experience Math education prof supervising his students

  9. Preservice Teacher Data • Mentors moved from problems to communication skills/role model • Reinforced desire to become a teacher in 69% • Perceived learning outcomes:

  10. CAEP Standards • Work collaboratively with community • Nurture academic and social development of students from diverse populations • Provide opportunities to work with diverse P-12 students • Data on P-12 student learning Mentor class meeting

  11. Implementation pre-conditions • Identify Project Manager • District must agree to provide teacher and transportation • IHE must agree to provide classroom and parking

  12. Scaling Up • Fall 2012: CAEP presentation, State Alliance presentation • Spring: AACTE presentation, data update • Summer 2013: CAEP Implementation Webinar for interested institutions • Fall 2013: consultation with institutions / states planning to implement fall 2014 www.campusmentors.org

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