Stonehill College/Brockton, Massachusetts Public Schools Collaboration Project: Four Years of Alternative Licensing in Secondary Education : Stonehill College/Brockton, Massachusetts Public Schools Collaboration Project: Four Years of Alternative Licensing in Secondary Education
David A. Almeida, Ed.D.
- 1998 Massachusetts State Legislature creates a $60m endowment to address issues of teacher quality : - 1998 Massachusetts State Legislature creates a $60m endowment to address issues of teacher quality
Slide3 : 1999 The Massachusetts Department of Education (MADOE) embarks on a national recruitment campaign to attract outstanding individuals (both recent college graduates and mid-career change professionals) to become teachers.
Slide4 : The program that emerged from these endeavors was referred to as The Massachusetts Institute for New Teachers (MINT)
MINT participants, after completing the program, received an Initial level license to teach.
Components of the Massachusetts MINT Program - Recruitment : Components of the Massachusetts MINT Program - Recruitment In 2001, carried out by the MADOE
MADOE website posting
Media exposure (especially newspapers)
Partnering with Massachusetts Division of Employment and Training
Outreach to school administrators, college campuses, and community agencies.
Selection : Selection For 2001, MADOE ran the selection process, with input from sponsoring partnerships
All candidates needed a B.A. or an M.A. in their content area to be considered.
In addition, all candidates needed passing scores on the Communication/Literacy subtest of the Massachusetts Test for Education Licensure (MTEL), as well as a passing score in their specific content area test.
Selection, (cont.) “Interview Day” : Selection, (cont.) “Interview Day” MADOE trained selectors conducted “Interview Day”.
Candidates needed to provide a 7-minute teaching sample, participate in a 12-candidate discussion group, complete a 20-minute writing sample, and sit through a 30-minute interview.
Slide8 : Candidates were rated as:
“Exemplary”
“Fully acceptable”
“Not fully acceptable”
Based on seven competencies:
Slide9 : Critical thinking
Achievement
Constant learning
Commitment
Sense of perspective
Sensitivity
High expectations of students
Slide10 : Candidates needed to receive an “exemplary” in at least one category, and a “fully acceptable” in each of the other categories to be recommended.
Training : Training Recommended candidates were eligible for:
A signing bonus ($20,000) or…
Tuition free program or…
Entry into the program by paying the $2500.00 tuition.
Training : Training Recommended candidates received seven weeks of training that included:
Pedagogical coursework provided by a college, university, or private organization
Content area instruction
Placement in a summer school program to gain teaching experience
Induction year support
Why partner Stonehill College with Brockton, Massachusetts? : Why partner Stonehill College with Brockton, Massachusetts?
Stonehill College : Stonehill College Small, Catholic-affiliated college south of Boston
Approximately 2200 students
Traditional teacher training programs in early childhood, elementary, and secondary education
30-year history of working together with Brockton to train teachers.
Slide15 : Stonehill student teachers, at all levels, utilize the Brockton Public Schools as pre-practicum and practicum sites. (Approximately 100 students/yr)
Stonehill education faculty have conducted in-service workshops for Brockton teachers
Brockton public school teachers serve as adjunct faculty in some cases, and speak in Stonehill College education courses.
Brockton teachers work with Stonehill education students on a variety of school-related projects.
Brockton, Massachusetts : Brockton, Massachusetts Large, urban, high-need school district
15 elementary schools, four junior high schools and one comprehensive high school with almost 4,000 students.
Fourth highest student enrollment in Mass. (almost 17,000 students enrolled in their schools)
Slide17 : 55.6% of students are non-white
40% of students are African-American
38% of students eligible for free/reduced lunch
7% are students with limited English proficiency.
Slide18 : Approximately 1400 teachers in the Brockton schools.
During 1997-2001 Brockton lost more than 100 teachers per year due to retirement and resignation
In 2001 the district anticipated 40 retirements for the upcoming year and more than double that for the next year.
Numerous resignations were expected to be added to those retirements, as well.
High school and junior high schools were expected to be particularly hard hit.
It was anticipated that math and science would be the hardest subject areas to be hit with shortages
Sounds good… So what’s the problem? : Sounds good… So what’s the problem? Do we want to risk our reputation as a quality teacher training institution by being associated with “Fast Track” programs?
How will building a “Fast Track” licensing program impact our current undergraduate programs in teacher education? Will it reduce numbers? Will graduates take away jobs from our current seniors?
And the million dollar question… : And the million dollar question… Do you really think you can turn a plumber into a teacher in seven weeks?
Stonehill/Brockton MINT Programs : Stonehill/Brockton MINT Programs
Let’s take the challenge!
MINT 2002
MINT 2003
Stonehill/Brockton MINT : Stonehill/Brockton MINT The Players
From Stonehill:
Project Coordinator
Curriculum Director & Lead Trainer
Field Placement Supervisor
Administrative/secretarial support
Stonehill/Brockton MINT : Stonehill/Brockton MINT The Players
From Brockton:
Cooperating Practitioners (summer and induction year)
Induction year mentors
Content Area Instructors
Teaching Evaluators (During MINT ’03)
Stonehill/Brockton MINT: Successes and Problems : Stonehill/Brockton MINT: Successes and Problems Successes and problems discovered during our first year program (MINT 2002) were celebrated and addressed in our second year program (MINT 2003)
Stonehill/Brockton MINT: Successes and Problems : Stonehill/Brockton MINT: Successes and Problems Let’s look at successes and problems in the areas of:
Recruitment
Selection
Training
Induction year
Assessment
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Recruitment
Successes:
For MINT ’02 recruitment was carried out by the MADOE with a fairly deep pocket for such things… The pool of candidates was very large, nearly 1000 applications for some 350 MINT program slots statewide.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Recruitment
Problems:
Because for MINT ’02 recruitment was statewide, most candidates came from areas beyond Brockton, had little knowledge of the city or its people, and some had long commutes to get to the site.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Selection
Successes
For MINT ’02 we were able to select 39 quality individuals, of which 29 entered the program. (For MINT ’03, 23 candidates entered the program)
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Selection
Problems
With such a large pool of good candidates, too many subject areas were represented in our ‘02 program (math, science, history, foreign language, English, special education.
Brockton did not project shortages in all of those areas
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Successes:
Candidates met at Stonehill for two weeks (4 hours/day) of coursework before going into the Brockton Public Schools Summer Program
Coursework focused on foundations of secondary education, adolescent development, cultural diversity, and special education
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
Coursework on classroom management, lesson planning, etc. did not begin until the week the candidates started teaching in summer school.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Success:
Candidates received content training for three hours each week.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problems:
Three hours wasn’t enough
Content practitioners
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Successes:
Candidates had the opportunity to observe classes at Brockton High School for three full days before the program began.
Candidates had the opportunity to participate in two Brockton Public Schools professional development days before they started in the summer school classes
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
Classroom observations were not in summer school classes, giving candidates an inaccurate idea of what they would soon encounter
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Success:
Candidates were placed in summer school classes from 7:30am until 12:00pm, and then they came to Stonehill from 1:00pm until 4:00 for coursework
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
Candidates were placed in summer school classes from 7:30am until 12:00pm, and then they came to Stonehill from 1:00pm until 4:00 for coursework
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Success:
Candidates received five weeks of teaching experience at the level where they were seeking licensure, with an experienced cooperating practitioner working with them.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
While all placements were at the level where the candidates were seeking licensure, not all candidates were placed in a classroom that matched their subject area
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Success:
These summer school practitioners received a $500.00 additional stipend (on top of their summer school stipend) for working with the MINT candidates.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
A few summer school practitioners did not know they would be working with a MINT candidate until the first day of summer school and were surprised.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
A few summer school practitioners opted out of the partnership on the first day, forcing program directors to find another placement for the candidate.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
Some summer school practitioners had very little teaching experience (one had only taught for one year)
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Training
Problem:
At least one summer school practitioner turned the class over to the MINT candidate on the first day of class and didn’t teach at all for the duration of summer school.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Summer Assessment
Success:
Candidates created a summer portfolio
Philosophy and Practice statement
Student and school profile
Unit that they designed and taught
Two student case studies
Reflective journal on readings/exp.
Formative and summative evaluations
(2 from Stonehill, 1 from Practitioner)
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Summer Assessment
Problems:
Some readings were not “practice-oriented”
No “unit” for MCAS prep classes
By summer’s end candidates were getting nervous about their performance and about getting jobs
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Successes:
All 29 candidates completed summer portion of the program
(All 23 for MINT ’03)
27 candidates received jobs!
(All 23 for MINT ’03!)
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
2 candidates did not get jobs (MINT ’02)
18 of the 27 got jobs outside of Brockton
\
(9 out of 23 for MINT ’03)
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
Candidates were now working full time as the teacher of record
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
Sticker shock
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
All candidates were given a professional mentor
Mentor programs were in place in all schools where candidates received jobs.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
Not all mentors mentor.
What it says in the ad isn’t always what you find under the hood.
Mid-year resignations and post-it notes.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
During the induction year, candidates were provided with bi-monthly seminars
Three hours duration each at Stonehill college to revisit topics covered over the summer
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
While bi-monthly seminars were appropriate for those with good mentors, they were not enough for those with poor mentors or no mentor at all.
Lack of respect from some veteran teachers
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
Email kept everyone in contact with each other and with program instructors and supervisors.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problem:
Not all candidates were proactive with email communication
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
For MINT ’02 candidates were given two teaching evaluations for the year from Stonehill, two teaching evaluations per year from department heads and two per year from building principals.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
Not enough feedback
Not necessarily timely feedback
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Success:
For MINT ’03 candidates were given three teaching evaluations per year from Stonehill supervisors, three evaluations per year from the district, and two evaluations per year from building principals.
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year
Problems:
Too many evaluations?
Finding district supervisors with no “hire/fire” status
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year assessment
Success:
End of the year portfolio
Contents:
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Revised philosophy and practice report
Unit
5 sequential lesson plans from that unit
Student work from that unit Student case studies (2 for academics and 2 for behaviors
Videotaped lesson and written analysis
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Student survey
Parent survey
Colleague survey
Copies of all teaching evaluations
Stonehill/Brockton MINT Successes and Problems : Stonehill/Brockton MINT Successes and Problems Induction year assessment
Problems:
End of the year portfolio
Surveys
Amount of work required to complete?
Stonehill College/Brockton Public Schools Collaboration Project : Stonehill College/Brockton Public Schools Collaboration Project Feedback from candidates is very important
MINT ’02 shortcomings as noted by candidates led to better program for MINT ’03
When examined together, feedback from both MINT programs centered mostly on issues over the summer teaching component
Stonehill College/Brockton Public Schools Collaboration Project : Stonehill College/Brockton Public Schools Collaboration Project
Colleagues in Residence Program (CIR)
Teacher Apprentice Program
January 2004-June 2005
Stonehill College/Brockton Public Schools Collaboration Project : Stonehill College/Brockton Public Schools Collaboration Project
MINT Planning year (2001)
MINT (2002/2003)
MINT (2003/2004)
Colleagues in Residence (2004/2005)
Program Sequence Jun Jl Aug Spt Oc Nv Dec Ja Fb Mr Ap May Jun Jul Aug Spt Oc Nv Dec Ja Fb Mr Ap M Jun ======MINT======= ==Colleagues in Residence== : Program Sequence Jun Jl Aug Spt Oc Nv Dec Ja Fb Mr Ap May Jun Jul Aug Spt Oc Nv Dec Ja Fb Mr Ap M Jun ======MINT======= ==Colleagues in Residence==
Stonehill College/Brockton Public Schools CIR : Stonehill College/Brockton Public Schools CIR Funded through U.S. Department of Education – Teacher Quality Enhancement Program
$385,000.00 over three years
Components almost identical to MINT ’03, with a few exceptions.
Stonehill/Brockton CIR : Stonehill/Brockton CIR Recruitment
Same as for MINT ‘O3
Responsibility lies with the endorsing district (Brockton) with some assistance from the MADOE
Stonehill/Brockton CIR : Stonehill/Brockton CIR Selection
Same as for MINT ‘O3
Candidates were required to have a B.A. or Master’s in content field and had to have passed the Communication/Literacy section of the MTEL. (They needed to pass their content section before beginning their induction year as teacher of record.)
Stonehill/Brockton CIR : Stonehill/Brockton CIR Selection
13 candidates were selected, in the areas of math, science, and English.
Candidates received a stipend of $10,000.00, spread out from January ’04 until September ’04
All candidates were placed at Brockton High School
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Cooperating practitioners were willing participants, master teachers, and invested in the program
Candidates met with cooperating practitioners first week of program and established a working relationship immediately
100% match between candidates desired level of instruction and subject matter
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Brockton took on a greater role in training
Resulted in greater commitment to program and to candidates
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Candidates shadowed cooperating practitioner for all classes, duties, parent nights, etc.
Candidates participated in all Brockton professional development opportunities
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Candidates were able to ease into teaching duties
Observation
Assisting
Some teaching
More teaching
Full responsibility
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Candidates were able to model their cooperating practitioner for an extended period of time, (as well as other practitioners), in the areas of content presentation and classroom management
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Candidates attended coursework seminars one afternoon per week at Brockton High School (BHS)
Taught by BHS faculty
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Successes
Candidates attended coursework seminars for two weeks (8am-4pm) at Stonehill College before the program began and for two weeks (8am-4pm) . In addition, they attend coursework at Stonehill one evening per week
Taught by Stonehill faculty
Stonehill/Brockton CIR : Stonehill/Brockton CIR Training
Problem:
Coursework, meetings, lesson planning, etc. is a lot of work
“Fortunately, I was able to ease into it…”
Stonehill/Brockton CIR : Stonehill/Brockton CIR Pre-practicum Assessment
Prepracticum portfolio
Same contents as MINT summer portfolio.
Stonehill/Brockton CIR : Stonehill/Brockton CIR Colleagues in Residence Community Service Project
Planned during Spring 2004
Carried out during Summer 2004
Stonehill/Brockton CIR : Stonehill/Brockton CIR Induction year
10 out of 13 received jobs at Brockton High School.
Two were dropped from the program due to poor performance during the prepracticum year
One was not allowed to continue into the induction year due to his inability to pass the mathematics content subtest on the MTEL
Stonehill/Brockton CIR : Stonehill/Brockton CIR Induction year
9 of the 13 candidates received jobs in Brockton.
One left the program for personal reasons
Two were dropped from the program due to poor performance during the prepracticum year
One was not allowed to continue into the induction year due to his inability to pass the mathematics content subtest on the MTEL
Stonehill/Brockton CIR : Stonehill/Brockton CIR Induction year
All candidates received mentors
Candidates rated these mentors as “helpful”.
Stonehill/Brockton CIR : Stonehill/Brockton CIR Induction year
All candidates received further coursework at Stonehill
Seminars six times per year
Modeled on MINT ’03 Induction year seminars
Advising sessions three times per year
Email contact
Biweekly content seminars at BHS taught by BHS faculty
Stonehill/Brockton CIR : Stonehill/Brockton CIR Induction year
Assessment
End of the year portfolio
Contents as MINT ’03
Stonehill/Brockton CIR : Stonehill/Brockton CIR Results:
All nine candidates were offered contracts by Brockton for the 2005-06 school year.
One declined the contract saying, “After all the work, I’ve learned that teaching really isn’t for me. I have a real hard time with teenage attitudes, I guess.”
Seven accepted the Brockton contracts
One moved to Hawaii where he is continuing his teaching at a high school in Honolulu. In his last email to me he wrote, “I’ve found my calling. Thanks.”