Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 2 of The Illinois Commitment Chancellor’s Academy U of I - Urbana/Champaign What issue or need is addressed by the effective practice? Schools are vital to the well-being of the community and working to address pressing needs is an essential responsibility of the University as it continually strives to apply research capabilities to the needs of the community, state, nation and world. Established by Chancellor Richard Herman in 2005, the Academy is an ongoing partnership between the College of Education and the local schools in Champaign and Urbana to develop methods and strategies to enhance student experiences. The inaugural Academy brought together 40 local teachers, College faculty and nearly a dozen nationally-known experts for two weeks to explore new ways of promoting literacy learning in the Champaign and Urbana public schools. Description of the effective practice: The 2006 Academy will build on the success of the 2005 series. While the theme will again be around literacy, the 2006 Academy will concentrate on supporting school efforts in enhancing literacy learning in the areas of science and math. Broad goals for the 2006 Academy include: • Promoting teaching inquiry as a model for professional development • Enhancing the awareness of cultural and linguistic diversity on learning • Supporting school efforts to enhance children’s literacy learning, particularly in science and math • Continuing to strengthen the collaborative partnership between the local schools and the University • Evaluate changes in teachers’ practices as a result of Academy participation The overall plan for professional development will be flexible, new content area challenges will be met as they arise. In future years, a school district may choose to participate in more than one content-focused professional development initiative, or in a systemic professional development initiative on a grant-funded or cost-recovery basis. How does this practice achieve sustainability? The Chancellor’s Academy is the first large step forward in a new and permanent partnership between the local community and the University. Both the Chancellor and the College have declared the Academy to be an ongoing priority and a major commitment in their respective five-year strategic plans published this year. What are the results/measurable outcomes? An evaluation component will be a central part of each professional development initiative. Evaluation efforts will be ongoing, so that modifications can be made in plans during the course of the initiative, and so that the school and the professional development team can incorporate what has been learned into future professional development initiatives. Evaluation data will be made available to participating schools. Specific to the 2005 Academy and based on the convergence of the evidence, the CA was a rewarding experience. Many of the participants left the CA with new appreciations for the University as well as with strategies that will help improve their pedagogical practice in the classroom. Furthermore, the CA initiated conversations that opened the door for future collaborations between the school district, state, and the University. Instrumental to the success of the academy was the planning committee’s treatment of the participants and the resources allocated by the Chancellor’s office. Thus, the evidence indicates that the academy is achieving of its goal of providing support to schools to enhance children’s literacy learning and forging a partnership between the University and local school districts. Contact Information Name: Brenda Clevenger Email: bmclvngr@ad.uiuc.edu Phone: (217) 333-2800 52
Direct Connection to Policy Area 2 of The Illinois Commitment College of Arts and Sciences Education Program (CASEP) Northeastern Illinois University What issue or need is addressed by the effective practice? National figures indicate that 15% of public elementary and high school teachers leave the teaching profession after their first year of teaching, 30% within 3 years, and 40-50% within 5 years. The focus of CASEP is to create high quality elementary and secondary teachers who are passionate about teaching and view teaching as a career. In addition, CASEP strives to improve retention and graduation rates at Northeastern Illinois University. Description of the effective practice: The College of Arts and Sciences Education Program (CASEP) is a pre-service education program for full time first and second year students that employs cohorts, team teaching, community initiatives, professional development, field experiences, and a laboratory elementary school setting to enhance and sustain teacher retention and to produce high quality teachers. There are currently 29 students in the program. First year students have the opportunity to observe classes in CPS elementary and high schools, and all first year students meet one day a week at Audubon Elementary School (3500 N. Hoyne, Chicago) during the school day, where they receive instruction in their NEIU classes and work closely on projects with Audubon teachers and students. CASEP also has initiatives that involve CASEP students and faculty with Redmoon Theater and Lincoln Park Zoo. How does this practice achieve sustainability? The commitment by our faculty to teach in the CASEP program, as well as our continual efforts to recruit high quality students who express a desire to become teachers provides a solid foundation for this practice. Both external (Audubon Elementary School principal and faculty, as well as the Chicago Board of Education) and internal (administration, faculty, advisement and recruitment) support contribute to the sustainability of the program. There is an ongoing effort to develop and sustain community partnerships, as well as create an alumni network in the future. What are the results/measurable outcomes? (1) When compared to other full time first and second year NEIU students, CASEP students take and successfully complete more course hours; (2) CASEP students have a significantly higher rate of retention and graduation from Northeastern (approximately 19.5% of CASEP education students from the class of fall 2002 graduated from NEIU within 4 years and 61% either graduated or were still at Northeastern; (3) When compared to other full time students CASEP students have significantly higher G.P.A.s; (4) Three CASEP students are members of the College of Education’s newly constituted Dean’s Council; (5) Four CASEP students were hired as paid tutors through NEIU’s GEAR UP program; (6) CASEP students have created a student mentoring handbook for new CASEP students; (7) Twenty CASEP students served as science and history fair judges at Jamieson and Audubon Elementary Schools; (8) One CASEP student and a CASEP faculty member are mentors for Redmoon Theater’s Dramagirls program; (9) A CASEP student documented Redmoon Theater’s experience at Audubon Elementary as part of an independent study course; (10) Two CASEP students are part of the interviewing team that interviews perspective CASEP candidates; (11) Two CASEP faculty and one CASEP student were members of NEIU’s First Year Experience Task force. Contact Information Name: Dr. Wamucii Njogu Email: W-Njogu@neiu.edu Phone: (773) 442-5420 53
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Title of Effective Practice: - California Postsecondary Education ...

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