Teach Tomorrow in Oakland (TTO) is a partnership between the Mayor's office and Oakland Unified School District aimed at recruiting and retaining local, culturally diverse teachers. Now in its sixth year, TTO uses strategies like a cohort model and monthly meetings to support teachers and boost retention rates. The presentation will share data on TTO's recruitment and retention efforts over six years, highlight strategies for supporting diverse teachers, and discuss challenges of implementing best practices district-wide.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
International approach in comparative education
introduction
- Definition
- Purposes and Scope of international approach
Process of approach
- Steps and tools
- Uses of international approach
Implementation and comparison
- Comparison within a country
- Comparison of developed and underdeveloped countries
- Developing one method of education for all
PDS Teacher Residents: Storied Journeys with Implications for Partnerships a...Justice Ejike
I was fortunate to participate as a co-author participant of this article during summer 2017. This manuscript highlights the experiences of three urban teacher-residents (current and alumni) as we chronicle our journeys into our new roles as teachers, development through a year-long teacher residency, and then moving into our first years of teaching in the urban schools within our communities. Our development as PDS ''boundary spanners" has developed simultaneously within both the public school and university spaces allowing us to provide meaningful implications for PDS partnerships and for recruitment, development, and retention of teachers.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
International approach in comparative education
introduction
- Definition
- Purposes and Scope of international approach
Process of approach
- Steps and tools
- Uses of international approach
Implementation and comparison
- Comparison within a country
- Comparison of developed and underdeveloped countries
- Developing one method of education for all
PDS Teacher Residents: Storied Journeys with Implications for Partnerships a...Justice Ejike
I was fortunate to participate as a co-author participant of this article during summer 2017. This manuscript highlights the experiences of three urban teacher-residents (current and alumni) as we chronicle our journeys into our new roles as teachers, development through a year-long teacher residency, and then moving into our first years of teaching in the urban schools within our communities. Our development as PDS ''boundary spanners" has developed simultaneously within both the public school and university spaces allowing us to provide meaningful implications for PDS partnerships and for recruitment, development, and retention of teachers.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
My name is Dahianara Moran and I believe being the parent of a child with Spina Bifida is like having a sixth sense, something like a Super Mom. We learn quickly how to defend our little ones from the awkward moments, but most important, we come to enjoy the little things, value our moments, and commit to change the way the world defines “Disability”.
Компания «Дмитрий Чуприна & Партнеры» приглашает на трансформационный бизнес-курс «Лето со смыслом. Перезагрузка» на Иссык-Куле
Этот курс – правильное решение для Вас:
Если Вы владелец компании, собственник, руководитель, человек, на чьих плечах судьба компании и порой Вам кажется, что Вы как Герой-одиночка, тянете всё на себе, а сотрудники не оправдывают Ваших ожиданий.
Иногда Вам не хватает сил и энергии осуществить все планы и реализовать свои мечты. А иногда, такое ощущение, что Вы упёрлись в стену и будущее туманно и нет прежней концентрации и чёткости восприятия.
Возможно Вы энергичны и амбициозны и планомерно движетесь к своим целям, но хотите узнать как сделать “квантовый скачок” и вывести свою компанию на новый уровень, обретя такое качество внутренней энергетики, которым владеют лишь единицы проснувшихся от “футляра обусловленности” людей.
Если хоть одно из этих описаний Вам близко наш проект “Лето со смыслом.Перезагрузка” для Вас!
Регистрация обязательна. Все вопросы к модератору – Ксения Ермолова, менеджер проекта “Лето со смыслом.Перезагрузка”.
«Дмитрий Чуприна & Партнеры»
e-mail: info.chuprina@gmail.com
+7 727 357 20 39, +7 727 329 98 30 (Казахстан)
+996 559 21 83 21, +996 312 87 00 88 (Кыргызстан)
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Juniel, pamela m cultural proficiency receptivity scale nfeasj v35 n4 2017William Kritsonis
Dr. Pamela M. Juniel and Dr. Henry S. Williams, Central Washington University - Published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD, Editor-in-Chief, Houston, Texas
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Social Justice in the Language Classroom A Call to Action.pdf
Teach_Tomorrow_in_Oakland_recruiting_and
1. Teach Tomorrow in Oakland/Rogers-Ard, Dabner
1 | P a g e
9/11/2015
Workshop proposal Submission:
National Association of Alternative Education 2016 Conference
Non-Traditional Teachers/Leaders Changing School Culture strand
Workshop Session
Teach Tomorrow in Oakland: recruiting and retaining local, diverse teachers.
This presentation will highlight lessons learned from Teach Tomorrow in Oakland (TTO), formed
as unique partnership between Mayor Ronald Dellum’s office and the Oakland Unified School District,
committed to recruiting and retaining outstanding teachers who reflect the ethnic and cultural diversity
of our city. TTO uses multi-faceted communication strategies to attract high-quality, prospective teacher
candidates who demonstrate persistence and resilience in their approach to working in an urban school
setting and are committed to the following: ensuring that all students achieve at high levels,
professional development, long-term employment within OUSD, and a long-term commitment to the
Oakland community.
While Nationally based recruiting programs are extremely effective in recruiting young college
graduates into teaching and placing them in some of the district’s hardest to teach classrooms, these
efforts alone have not decreased the need for highly qualified, effective, diverse classroom instructors.
In fact, recruiting college students from across the nation to “serve” in classrooms as part of a
community service requirement has created a revolving door in which new teachers are placed in
classrooms every two or three years. Therefore, the teacher shortage that our nation is currently
experiencing is not one that can be solved through recruitment efforts alone; it is first and foremost a
critical issue of retention.
Given the racial inequality and lack of diversity within the educational system, a substantial
amount of research has documented forms of individual racism in schools manifested in teacher
perceptions, expectations, discipline practices, and interactions with students from diverse backgrounds
(Kuklinski & Weinstein, 2001; Tenenbaum & Ruck, 2007). The conceptualization of racism as
experienced through direct, vicarious, and trans-generational mechanisms (Harrell, 2000), further
suggests that students of color both experience and are impacted by the racism that is pervasive within
educational settings, and specifically by racism within teacher-student interactions. In such a context of
race and class-based exclusion, collaborative efforts to build sustainable pipelines that develop local
educators are essential. Supporting local, diverse educators who teach for a minimum of five years and
then access leadership opportunities can impact school change at the hiring level and highlights the
importance of developing pipelines of critically conscious educators to counteract unjust classroom
practices and experiences.
Empowering teachers with curricular content knowledge and classroom management skills are
insufficient when teaching diverse student populations; teachers must be culturally competent and
develop the critical understanding of racism, classism, and sexism in order to effectively create
transformative, equitable, rigorous educational experiences for all students; not only those of color.
2. Teach Tomorrow in Oakland/Rogers-Ard, Dabner
2 | P a g e
9/11/2015
To that end, TTO uses critical race theory to frame anti-oppressive education within a district-
based program that purposefully and intentionally recruits local, culturally responsive diverse educators
with a demonstrated commitment to social justice. The program also works to streamline personnel
processes that have historically served as barriers for people of color. Additionally, with federal funding
from the Transition to teach initiative, TTO demonstrates that anti-oppressive programs, if developed in
conjunction with partners that enact social justice values, can be institutionalized, with intense effort, to
produce community-minded educators of color. Now in its sixth year, TTO has data around retention,
effectiveness of our teachers and teacher prep programs, shifts in school culture, and shifts in
recruitment strategies that have been adopted district-wide.
The purpose of this workshop is to share data, lessons learned, and shed light on strategies that
have been successful and those that were less helpful. Because the need for diversity within the
teaching workforce has been well documented (Sleeter, LaVonne, Kumashiro, 2014; Villegas & Irvine,
2010; Epstein, 2005), this presentation will not focus on that need; it is assumed that proponents of
alternative certification and educators in general agree that diverse teachers are needed in our schools.
However, the methods used to recruit and retain those teachers are less clear. Therefore, this
presentation will focus on the following three goals:
1) Presenters will share data and strategies used to recruit local, diverse teacher candidates
2) Presenters will present effective best practices for retaining diverse teachers, and for building the
confidence needed to be effective within classrooms
3) Presenters will discuss barriers to district-wide implementation and suggest strategies to navigate those
barriers
For goal one, presenters will present data compiled over the past six years around best practices for
recruiting local, diverse teachers. In addition to non-traditional recruitment strategies, the notion of
keeping candidates “warm” will be shared. Finally, presenters will show data that confirms a lack of
relevance between teacher-preparation tests and teacher effectiveness in the classroom.
Goal two is at the heart of our presentation; presenters will share strategies developed to retain
teachers of color, culturally competent teachers, most notably the cohort model, monthly meetings,
constant “warm” strategies, celebrations, “Men in the classroom” meetings and other best practices
developed over the past six years. Perhaps the most important innovation was putting a TTO Teacher
Leader system in place by subject area, which allowed for the re-integration of some of TTO’s “older”
teachers, along with the added benefit of having subject and grade-specific pedagogues delivering
coaching and mentoring to newer teachers.
Goal three will focus on the struggle to take these practices from a “program” or “initiative” and move it
into the “way things are accomplished” at the district level. While many programs are now focused on
recruitment and retention, without the last goal to institutionalize practices, when funding ends, so does
the program. Therefore, this goal is extremely important as a cautionary tale and a worthwhile
discussion point for other districts, Universities and programs working diligently to diversify the teaching
workforce.
3. Teach Tomorrow in Oakland/Rogers-Ard, Dabner
3 | P a g e
9/11/2015
In summary, Teach Tomorrow in Oakland (TTO) (www.teachtomorrowinoakland.net) is a
district-based initiative that recruits and retains diverse local educators. Now in its sixth year, TTO has
the data to support retention and recruitment efforts, while also sharing lessons learned about
strategies necessary to implement best practices within the larger institutional framework with an eye
towards sustainability. Target audiences for this workshop are Human Resource administrators, policy
makers, IHE and non-IHE program administrators, faculty, Site Supervisors/Evaluators/Specialists and
Researchers.
References:
Epstein, K. K. (2005). The whitening of the American teaching force: A problem of recruitment or a
problem of racism? Social Justice, 89-102.
Harrell, S. P. (2000). A multidimensional conceptualization of racism-related stress: implications for the
well-being of people of color. American Journal of Orthopsychiatry, 70(1), 42.
Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of
teacher expectancy effects. Child development,72(5), 1554-1578.
Sleeter, C. E., La Vonne, I. N., & Kumashiro, K. K. (Eds.). (2014). Diversifying the teacher workforce:
Preparing and retaining highly effective teachers. Routledge.
Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for
European American students? A meta-analysis.Journal of educational psychology, 99(2), 253.
Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major
arguments. The Urban Review, 42(3), 175-192.