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2010 cohort benefits 4-24-10


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This powerpoint is focused on the power of developmental, year long cohorts in teacher education. Use as you see fit.

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2010 cohort benefits 4-24-10

  1. 1. We Need Each Other: The Value of > > Teacher Education Cohorts Dr. Rebecca Joseph Associate Professor Cal State LA
  2. 2. Context <ul><li>Our teacher education program has students go through our program in a four quarter developmental progression. </li></ul><ul><li>We have a cohort model that is not fixed. Members can go in and out of classes. </li></ul><ul><li>Many students finish our program in December or March and struggle financially before getting hired for the following school year. </li></ul><ul><li>Students say they need stronger connections between classroom management and secondary planning. </li></ul><ul><li>Students say they need stronger advisement throughout the program. </li></ul><ul><li>I wanted to follow students throughout our program to highlight developmental process, solve scheduling challenges, build teamwork, and strengthen advisement. </li></ul>
  3. 3. The Program -Full Time <ul><li>Before—EDCI 300, health, communications, CBEST, CSET, subject matter, writing </li></ul><ul><li>Block One-Summer </li></ul><ul><ul><li>EDSE 401-Planning-Joseph </li></ul></ul><ul><ul><li>EDSE 415-Classroom Management-Joseph </li></ul></ul><ul><ul><li>EDFN 400-Perspectives </li></ul></ul><ul><ul><li>TPA-Task 1 </li></ul></ul>
  4. 4. Blocks Two and Three <ul><li>Block Two-Fall (Joseph off) </li></ul><ul><ul><li>445A Seminar-Culture and Identity </li></ul></ul><ul><ul><li>421-Subject matter methods </li></ul></ul><ul><ul><li>430-Second language learners </li></ul></ul><ul><ul><li>TPA Task 2 </li></ul></ul><ul><li>Block Three </li></ul><ul><ul><li>423 Literacy Methods </li></ul></ul><ul><ul><li>400-Special Education </li></ul></ul><ul><ul><li>445B Pro-seminar-Joseph </li></ul></ul>
  5. 5. Block Four-Spring <ul><li>Block Four </li></ul><ul><ul><li>Directed Teaching (until this year Joseph places and supervises some) </li></ul></ul><ul><ul><li>Directed Teaching Seminar-Joseph </li></ul></ul><ul><ul><li>TPA Tasks 3 and 4 </li></ul></ul>
  6. 6. Cohort II
  7. 7. Literature Supports Developmental Cohort Model <ul><li>Small learning communities are frequently used to enhance student success and retention initiatives on campus (Smith, 2003). </li></ul><ul><li>They provide an environment that strengthens the connections among students, faculty and course content (Levine Laufgraben, 2004). </li></ul><ul><li>The cohort model is a specific design of a learning community (Agnew, Mertzman, Longwell-Grice, & Saffold, 2008). </li></ul><ul><li>A cohort is a “group of about 10 – 25 students, who begin a program of study together, proceed together through a series of developmental experiences in the context of that program of study, and end the program at approximately the same time” (Maher, 2005, p. 195). </li></ul><ul><li>Core courses in the program must be coordinated, integrated and systematically assessed (Jones, Laufgraben & Morris, 2006; Maher, 2005; Seifert, 2005). </li></ul><ul><li>Teacher education programs across the nation have been experimenting with placing students into cohorts as a means of supporting their success in completing the requirements toward a credential (Seifert & Mandzuk, 2006). </li></ul><ul><li>These small learning communities facilitate academic and intellectual stimulation, encourage completion, and create lifelong networks (Smith, 2003; Tinto, 2000; Zhao & Kuh, 2004). </li></ul>
  8. 8. Data Sources <ul><li>Surveys from three completed cohorts. </li></ul><ul><li>Interviews with selected cohort members before, during, and after cohort. </li></ul><ul><li>First person reflections- Madeline Schwartz-Cohort III </li></ul>
  9. 9. What Others Say About This Approach <ul><li>Block one of the program, I feel, was the most beneficial for me as a new, young future teacher. EDSE 401 and EDSE 415 which were both concurrently taught by Dr. Rebecca Joseph were two of the most influential classes in the entire program. Taking this coarse, along with EDFN 400, gave me as a student and future teacher, the introductory building blocks and skills I needed to pursue teaching. When I entered these classes I was extremely scared and I didn’t know what to expect. As I made friends and was given advice and suggestions from professors, I learned the practical skills as to how to manage a classroom through a variety of classroom management techniques, I learned to develop an in depth unit plan for The Scarlet Letter , and I learned how to respect and treat students with dignity based on their psychological backgrounds and experiences. More importantly than these concepts, I learned to write a lesson plan, which was something I never knew how to do before. Of all the things I’ve learned in this entire program, this is the most valuable skill I have learned. I’ve grown to hone this skill as the program has gone on; I truly feel that I learned the most in the first block of the credential program. I served as a base by which to continue to grow and learn higher order teaching concepts. I also feel that the first block really exposes you to a variety of different ways of thinking and looking at situations. I learned that I really did want to be a teacher. I think that this is a good way to begin the credential program. </li></ul><ul><li>--Sarah Howe, secondary English teacher, Cohort 2 </li></ul>
  10. 10. Findings-The Gestalt <ul><li>I found that the cohort system was really helpful in that it provided a structured program with built in supports to help students succeed.  Having classmates that go through the entire year with you really enriches the experience.  Also, having a professor available to ask questions and guide you through the complex system of classes, credentialing, navigating the university, directed teaching and the education field overall; was really key to many of us finishing the program and beginning our teaching careers successfully.  Personally, I never had to worry about getting into a class or what I need to be taking and if I had any questions about anything, I could send you an email and get a response from a teacher who knows me, my situation and can help me do whats best for me.  A teaching credential program should model effective teaching, and it is important to build students up for success, build in structure to support students, establish and follow through with expectations.  The cohort system was a vital aspect of my credential program experience and one of the reasons why I recommend Calstate LA to many of my friends, students and others interested in the teaching profession.  </li></ul><ul><li>--Kristi Murakami, secondary Social Studies, Cohort I </li></ul>
  11. 11. Family, Support System, Team <ul><li>  </li></ul><ul><li>&quot;You get to stay with a group that is like a family. I like that Dr. Joseph stayed with our cohort throughout the credential program.&quot; </li></ul><ul><li>“ We are fortunate to have you (Dr. Joseph) as a professor. You kept the team together. Now we have formed a team ourselves and we are strong we can go out there and handle situations.&quot; </li></ul><ul><li>&quot;The cohort program enriched our experience. Having the support system-experience all the things you are experiencing makes the program fun for us but also provides a support system.&quot; </li></ul><ul><li>&quot;Student life in our cohort- for us it is close. We need it because we are growing. We learn a lot from our peers.&quot; </li></ul><ul><li>&quot;We go to each other for help </li></ul><ul><li>We exchange ideas </li></ul><ul><li>We work (together) to come up with ideas (for subjects areas in common)&quot; </li></ul><ul><li>  </li></ul><ul><li>&quot;There’s been times when I tell a family member what’s going on, they are totally oblivious…. they don’t know what I’m going through. But when you tell somebody who’s going through the same experience, they can relate to you.“ </li></ul><ul><li>With a block system classes that go hand in hand like 401 and 415 are always taken together. The cohort system gives you a support system because you go through the credential program with the same people and you get to know each other. I advise other cohorts to get to know each other, become each other’s support, push each other, share ideas, and learn from each other.&quot; </li></ul>
  12. 12. Structure and Timing <ul><li>&quot;I like the program that they set up; they keep it very organized and you have specific cohorts and blocks that you move through. Everything is structured and (so you don’t) miss classes and counselors make sure all the paperwork is filed and everything is there.“ </li></ul><ul><li>&quot;The program is perfectly timed in that it culminates in directed teaching so that we can start (teaching) in the fall…so it’s really perfectly times so we get the best preparation and it results in us being teachers and having the ability to go out with a credential and compete in the job market, said one student.&quot; </li></ul>
  13. 13. Structure of Program <ul><li>The structure of the whole credential program is well organized and allows for professor to teach in their own unique ways. Each Block is set up in way that allows for each class to feed off the other helping students’ transition smoothly through the quarter. The cohort program is a great way to teach. A group of students being in the same classes throughout the year helps them build relationships that can be very helpful. Students can build networks and help each other succeed in the working force. Besides, the relationships developed in class allows for class to be fun, it makes class more welcoming. Cohorts help each other throughout the year and make class enjoyable. </li></ul><ul><li>Adrian Vasquez, secondary PE, Cohort II </li></ul>
  14. 14. Interconnections <ul><li>&quot;The classes we had with the same professor were interconnected, they were related subjects so it was good –rather than artificially compartmentalizing them- it was good to put them together so we can talk about each class’s (subject matter).“ </li></ul><ul><li>&quot;When we started we were put into groups and took 401(management and 415 lesson planning) together. That was really good for us. Any teacher will tell you that planning and management go hand in hand and being able to do the classes together with the same group of students with the same professor we got really close during that summer quarter and as time progressed the same group of students took each class (thereafter) together.“ </li></ul>
  15. 15. Readiness for Teaching <ul><li>I feel that the teachers here really genuinely care about you, care about your success and I feel so prepared to be a teacher – now when I walk into the classroom I feel really confident. I feel really prepared. There are things about teaching that you never learn until you experience it but I feel like the preparation the background, the foundation that I’ve been given couldn’t have been better.“ </li></ul><ul><li>&quot;I have grown in the aspect that now I really value lesson planning not only as an end in itself but an excellent way of having good classroom management.&quot; </li></ul><ul><li>The camaraderie, better learning from ongoing relationships, job connections, ongoing support from your classmates going through the program and they know how you feel or what you mean when you’re having a great day or bad day. They are still my friends, and I connect with them all the time.” </li></ul><ul><li>“ If I hadn’t gone through the cohort model, I wouldn’t have had had the skills to make connections and build community in my first year of teaching. I understood the benefits of teamwork and learned to plan with my colleagues and create strong communities in my own classrooms.” </li></ul>
  16. 16. Hit the Ground Running <ul><li>The cohort system played a vital role in establishing an extremely important professional development relationship amongst professors and colleagues of the program. There were many instances through out the program that I can recall that assisted my growth as a prospective educator that would not have been possible if it was not for these established relationships. I strongly believe that the cohort program at CSULA has prepared me not just to become a teacher and get by the dreaded first year, but to actually go into a classroom where ever it may be and hit the ground running. </li></ul><ul><li>Juan Valdez, secondary Social Studies, Cohort II </li></ul>
  17. 17. Advice from Cohort III to Cohort IV. <ul><li>Don’t be arrogant. Be as humble as possible. You have everything to learn. </li></ul><ul><li>Work hard. As hard as you can. Then harder. Everything you read, write, and plan will come in handy when you student teach </li></ul><ul><li>Always have a plan. Don’t get discouraged when it doesn’t work. You will get better. </li></ul><ul><li>Get to know people in your cohort and collaborate for cross-curricular and within content lessons. </li></ul><ul><li>Get to know your cohort so you can support and help each other during the program. </li></ul>
  18. 18. Benefits I Witnessed <ul><li>Cohort members provided referrals and support during job searches. </li></ul><ul><li>Continued communication and connections between cohort members and each other. </li></ul><ul><li>Continued communication and connections between cohort members and me. </li></ul>
  19. 19. My advice to new cohort members <ul><li>Work hard </li></ul><ul><li>Learn much </li></ul><ul><li>Guaranteed access to best professors possible </li></ul><ul><li>Best schedule </li></ul><ul><li>Receive ongoing advisement </li></ul><ul><li>Become the best new teacher you can possibly be!!! </li></ul>
  20. 20. Busy, busy…cohort III
  21. 21. SO where now? <ul><li>Chancellor ends state supported summers so no current Cohort V. </li></ul><ul><li>I will need to see if next spring I can interconnect management and planning. This depends on support within my program. </li></ul><ul><li>Please, wish my future students well. </li></ul>