Teacher Education

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Teacher Education Internship Program
Co-Directors Lisa S. Loop Anita P.
Quintanar DeLacy Derin Ganley
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Raising the bar of teacher quality

• Accountability,
• Collaboration,
• Social Justice

The Third Biennial Education Trust-West
Conference Closing Californias Achievement and
Opportunity Gaps Our Mission Is Possible. The
Time is Now.February 24-26, 2008
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Accountability

• What does it mean?
• Lets create a working definition.

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Accountability

• Being open and responsive to data obtained via
  feedback loops
• Reflection
• Dialogue
• Intentional data gathering and investigation
• Serendipitous observation
• Academic conversation literature

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Accountability new teachers

• New teachers must know and internalize the belief
  that
• Good teaching matters (Haycock, 1998)
• Teachers can cultivate success among poor,
  non-white, non-native speakers of English

This knowledge leads to teachers who are
Empowered Motivated Skilled
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Accountability Modeling it

• Continual self examination and reflection
• Seeking out feedback loops
• Triangulating data
• Accepting Levines challenge for more outcome
  measures

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Accountability Tangible examples

• Co-planning a state-wide discussion among teacher
  educators in California that asked
• How do we assess the competency of candidates?
• What makes a quality teacher?
• How do we create a fair and effective system of
  accountability?
• Getting back in touch What a return to the
  local high school has taught us as teacher
  educators

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Accountability

• How could the concept of accountability influence
  conversations about teacher quality?
• What could it look like?

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Collaboration

• What does it mean?
• Lets create a working definition.

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Collaboration

• Institutions are healthier, more productive when
  members work collaboratively toward common goals
  (Wheatley Kellner-Rogers, 1996).
• Higher performing schools have more collaboration
  than lower performing schools (Rosenholtz, 1991).
• Kind and focus of collaboration matter
• Blaming others vs- positive action, teacher
  responsibility
• Synergy doesnt happen by chance.

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Collaboration new teachers

• Cohort structure
• Faculty coaching
• Ethnography project promotes connections with
• Students
• Families
• Other educators
• Community
• Theory

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Collaboration Modeling it

• Program is co-directed
• Utilizes our individual strengths
• Promotes flexibility, innovation, and learning
• Collective effort is greater than the sum of the
  parts

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Collaboration Modeling it

• Were in routine partnership and conversation
  with
• Our faculty
• Our students and alumni
• Other teacher educators
• School districts
• Researchers

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Collaboration

• How could the concept of collaboration influence
  conversations about teacher quality?
• What could it look like?

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Social Justice

• What does it mean?
• Lets create a working definition.

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Social Justice

• Historical realities
• Schools have been a mechanism for perpetuating
  class inequities and structures (Anyon, 1980
  Freide, 2002 McLaren, 2003).
• Kids are sorted formally and informally into
  three groups Very Smart, Sorta Smart, and Kinda
  Dumb Howard (1991)
• Lunchroom conversations suggest that the finger
  of blame is often external (Flores, Tefft-Cousin
  Diaz, 1991 Poplin Weeres, 1992 Thompson,
  2002, 2003, 2004 Thompson, Warren, Carter,
  2004).

Research shows us that cycles of academic failure
can be brokenand that teachers are the key to
this interruption!
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Social Justice

• A message of hope

Research shows us that cycles of academic failure
can be brokenand that teachers are the key to
this interruption!
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Social Justice new teachers

• Recruiting efforts start with finding candidates
  who
• Resonate with our vision and beliefs.
• Understand societal inequities.
• Are willing to do the hard work it takes to
  become the type of teacher who can make a
  difference in high-needs schools.
• Have had enough experience with children to know
  teaching is their calling.
• Have solid subject-matter knowledge.

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Social Justice Modeling it

• Provide a forum for social justice issues
• Committed to diversity
• Cohort population
• Staffing
• Partnering school districts
• Evolving instructional focuses
• English Language Learners
• Students with special needs
• IRIS
• PULSE
• New credential Moderate/Severe

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Social Justice

• How could the concept of social justice influence
  conversations about teacher quality?
• What could it look like?

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Accountability How could the concept of
accountability influence conversations about
teacher quality?
Collaboration How could the concept of
collaboration influence conversations about
teacher quality?
Social Justice How could the concept of social
justice influence conversations about teacher
quality?
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Teacher Education Internship Program
Co-Directors Lisa.Loop_at_cgu.edu Anita.Quintanar_at_cgu
.edu DeLacy.Ganley_at_cgu.edu Tel [phone]
Fax [phone] North Dartmouth Avenue
Claremont CA 91711
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Types of Preliminary Credentials

• Multiple-Subject (15 students)
• Special Education (33 students)
• mild/moderate disabilities
• moderate/severe disabilities
• Single Subject (52 students)
• Math (9 students)
• Science (9 students)
• English (17 students)
• Social Science (14 students)
• Spanish (3 students)

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Who are our students?

• Gender
• 75 females25 males
• Age
• 21-24 yrs 39
• 25-29 yrs 40
• 30-35 yrs 9
• 36-39 yrs 7
• 40 yrs 4

Our students are a bit older than those in
traditional teacher education programs. This
is because we are an internship program more on
this later.
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Theyre wonderfully diverse!

• Ethnic Diversity
• Asian (15)
• African American (11)
• Latino (33)
• White (41)
• Linguistic Diversity
• Typically 65-75 are multilingual

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Our vision
The best social justice program a nation can
offer its children is a great education. A free
and just democratic nation must have a
well-educated, personally responsible and
responsive citizenry who are given every
opportunity to fulfill their purpose in life,
including raising healthy families that make up
and contribute to the community. This opportunity
begins in the home and ultimately includes the
classroom, the workplace and larger society. To
provide such an education, we need teachers
deeply committed to academic excellence, equity,
and integrity who work diligently to develop the
skills and attitudes necessary to teach every
child as though they were teaching their own who
collaborate with the parents of their students,
other educators and policymakers and who use
technology and other resources as a means to
maximize achievement and opportunities. The
integrity and character of great teachers prompts
them to hold themselves accountable and to join
alongside others to do the hard work it takes to
make this vision a reality for all the students
assigned to their classrooms. These are the
teachers we at Claremont Graduate University seek
to prepare for Californias schools.
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Our programs integrated orientation
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Our programs structure
Allows people to earn a California preliminary
credential and MA in Education in as few as 15-19
months.
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Phase I The Pre-Internship
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Phase II The Internship
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Meeting the Needs of English Language Learners

• Californias ELD standards
• ELD- SDAIE-based lessons
• Cooperative learning strategies (Dr.
  Spencer Kagan)
• Language acquisition theory and benefits of
  bilingual programs (Dr. Eugene Garcia)
• Cultural competencies (Dr. Ray Buriel)

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Innovative Technology
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Phase III The Post-Internship
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Our programs structure