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Strong Workforce Program TEACH Los Angeles Regional Collaborative Quarterly Meeting

Join the TEACH Los Angeles Regional Collaborative at Citrus College on January 18, 2019, for a discussion on Strong Workforce Program scoring results and project recommendations. This meeting may be recorded.

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Strong Workforce Program TEACH Los Angeles Regional Collaborative Quarterly Meeting

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  1. Strong Workforce ProgramTEACHLos AngelesRegional CollaborativeQuarterly Meeting Hosted by Citrus College January 18, 2019 10am – 3pm This meeting may be recorded.

  2. Agenda

  3. LA Regional Strong Workforce Scoring Results

  4. SWP-LA Projects Recommendation Based on the LA Region's Regional Strong Workforce Project application process and a vote on January 3, 2019, the Voting Members of the LA County colleges have requested that the following information be forwarded to the Governance Council for their consideration. Source: Partial copy of an e-mail sent to voting members on 1/4/19

  5. Round 1 – (July 1, 2016 – December 2018) • Round 2 – Year 1 (July 1, 2017 – December 2019) • Round 2 – Year 2 (July 1, 2018 – December 2020) • Submit a workplan for Round 2 - Year 2 • Workplan MUST include regional objectives

  6. Workplan

  7. Reporting Round 1 – (July 1, 2016 – December 2018) Round 2 – Year 1 (July 1, 2017 – December 2019) Round 2 – Year 2 (July 1, 2018 – December 2020) Report from July 1, 2017 – December 31, 2018 Quarterly Reports: Timeframe Due Date Jan 1, 2019 – Mar 31, 2019 April 12, 2019 April 1, 2019 – June 30, 2019 July 12, 2019 July 1, 2019 – Sep 30, 2019 October 11, 2019 Oct 1, 2019 – December 31, 2019 January 10, 2020

  8. Outcomes Report TPP Collaborative partner colleges have provided the following local data on program successes leading to: SWP-Metrics o   # of students enrolled each course: 12,164 o   Applied for Child Dev permit(s): 220 o   Transferred to a 4-year university: 1,946 o   Attained 12 CTE units: 2,669 o   Attained 48 Non-Credit Instructional Hours: 113 o   Completed a certificate: 2,013 o   Completed a degree: 536

  9. Outcomes Report Students Participating in Program Activities: # of Activities # of Students University Campus Visits 4 92 Student Clubs 46 110 Teacher Conferences 9 373 TPP Field trips 3 77 TPP Workshops 14 396 Teacher Training Workshops 16 266 Work-Based Learning 14 497 Paid Internships 6 21 CC Campus visits (e.g. High Schools ) 8 1490 Other TPP Activities #1 147 Other TPP Activities #2 203 Other TPP Activities #3 85

  10. Outcomes Report

  11. Outcomes Report

  12. Outcomes Report

  13. Historical Highlights of CC/CSU Collaboration in Teacher Preparation: Foundations of our Community of Practice 1998 The National Science Foundation (NSF) publication, Investing in Tomorrow’s Teachers: The Integral Role of Two-Year Colleges in the Science and Mathematics Preparation of Prospective Teachers 1999 California State University, Long Beach (CSULB) piloted the first Integrated Teacher Education (ITEP) Program for prospective K-8 teachers with support from the Knight Foundation. The first cohort of CSULB ITEP students began in fall 1999. 2000-2001 California Community College Chancellor's Teacher Reading Development Grant: Over 40 community colleges partnered with teacher education programs at California State Universities (CSU) and local school districts. 

  14. Historical Highlights of CC/CSU Collaboration in Teacher Preparation: Foundations of our Community of Practice 2002 The National Association of Community College Teacher Education Programs (NACCTEP), was established The American Association of Colleges for Teacher Education (AACTE), published a paper entitled, The Community College Role in Teacher Preparation: The Case of Collaboration. 2004 -2007Lower Division Transfer Pathways were developed. The LDTP consists of a CSU statewide pattern of coursework outlined plus campus-specific coursework. It was the foundation from which the Associate Degree for Transfer in Elementary Teacher Education derived.

  15. Historical Highlights of CC/CSU Collaboration in Teacher Preparation: Foundations of our Community of Practice 2006 The Memorandum of Understanding, Pathways to Mathematics and Science Teaching, was signed by the Chancellors of both the CSU and CC systems The Association of California Community College Teacher Education Programs (ACCCTEP) was instituted to promote the establishment, advancement and sustainability of quality teacher education in California community colleges as an essential component of higher education. 2008The Urban Teacher Fellowship (UTF) program was piloted at several Community Colleges

  16. Historical Highlights of CC/CSU Collaboration in Teacher Preparation: Foundations of our Community of Practice 2006-2018The Teacher Preparation Program (TPP), formerly Teacher Preparation Pipeline, was established by the California Community Colleges Chancellor’s Office to address the statewide shortage of teachers 2010 SB 1440 (Padilla) established Transfer Model Curricula (TMC) to support Associate Degrees for Transfer (ADT). 2014The California Career Pathways Trust funded the Orange County Teacher Pathway Partnership  (OCTPP)

  17. Historical Highlights of CC/CSU Collaboration in Teacher Preparation: Foundations of our Community of Practice 2016 AB 1756 (Bonilla), which was implemented and funded through the 2016 State Budget, expanded the authorization of Integrated Teacher Education Programs to include multiple subject, single subject, and special education credentials earned concurrently with an undergraduate degree. partners. 2018 SB 577 (Dodd, 2018) was signed by the Governor (Chapter 603, Statutes of 2018) in September 2018. NACCTEP and AACTE are piloting a partnership and potential merger. In 2019, the two organizations are planning an inaugural joint conference.

  18. Regional Communities of Practice (CoP) • CC-CSU Essential Areas of Collaboration • We encourage college leaders from both systems to meet regionally and regularly to determine specific actions based on regional priorities and capacity from among the following framework of essential areas for collaboration. • Publicizing the opportunity to complete an articulated program of preparation toward a teaching credential that begins with lower-division preparation at the community college or through a career pathway in middle/high schools, and is completed through upper division and credential program enrollment at the CSU.

  19. CC-CSU Essential Areas of Collaboration • Supporting community college students by providing academic advising and financial aid information to encourage students to pursue teaching careers, through electronic resources utilized across systems. • Supporting intentional, seamless, and robust teacher pathways, including: (a) outreach, recruitment, and coordinated and joint advising for community college students; (b) collaborating on academic/credential preparation requirements that support seamless transition and completion for community college students, thus increasing participation in Associate Degrees for Transfer; and (c) facilitating application and admission to CSU for diverse community college students in teacher preparation pathways.  • Conducting joint regional needs assessment to determine teacher need among school districts in the region, including a focus on key shortages and district priorities.

  20. CC-CSU Essential Areas of Collaboration • 5. Sharing data on teacher preparation relevant to local and regional CSU and community college planning and program delivery. • 6. Identifying needs for specific CSU teacher preparation courses regionally and planning delivery of them on or close to community colleges. • 7. Implementing strategies to enhance the diversity of teacher candidates, such as through targeted recruitment and student support; and to improve retention and completion among those students, such as through advising, counseling and mentoring across systems.

  21. CC-CSU Essential Areas of Collaboration • 8. Conducting coordinated outreach to TK12 Local Educational Agencies (LEAs) to advance interest in and preparation for teaching among both TK12 staff and students. • 9. Exploring models for program alignment that support teacher pathways from community college majors that serve as lower division preparation for a teaching credential. • 10. Supporting faculty collaboration through local and regional CoPs across systems.

  22. SHOWCASECypress College

  23. Teaching Dual EnrollmentTPP Faculty PerspectiveYadira Arellano-Lopez

  24. Web site Review & Feedback www.teachlarc.org Screencast link: https://youtu.be/CVZhsLCVL_8 Website link: http://www.teachlarc.thegotowebguys.com/ Join from PC, Mac, Linux, iOS or Android: https://cccconfer.zoom.us/j/176428103 Or iPhone one-tap (US Toll): +16699006833,176428103# or +16468769923,176428103# Or Telephone: Dial: +1 669 900 6833 (US Toll) +1 646 876 9923 (US Toll) Meeting ID: 176 428 103

  25. TPP College Highlights & UpdatesTime to talk and brag a little about what you have been doing to develop/improve your TPP program.

  26. Report Template

  27. Report Template

  28. Report Template

  29. Report Template

  30. Report Template

  31. Possible TopicsTOP CodeDual Enrollment – Faculty PDLAOCRC Approval Process4-Year University Partner

  32. Next MeetingMay 17, 2019Location: TBD

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