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

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Direct Connection to Policy Area 2 of The Illinois Commitment Pre-Student Teachers at an Alternative School Illinois College What issue or need is addressed by the effective practice? Illinois College is collaborating with an Alternative School. Students are referred to the Alternative School by their school districts because they are at risk due to chronic truancy, behavior problems (i.e., expulsion or suspension), dropping out, or other reasons that preclude their participation in the classrooms of their home district. This Alternative School serves students from 11 school districts located in Regional Office of Education #46, encompassing Brown, Cass, Morgan, and Scott counties. Description of the effective practice: Illinois College is collaborating with the alternative school to provide all of the College's secondary and K-12 teaching candidates a field-based internship in a diverse setting. Interns in this "secondary block" program gain 150 hours of in-classroom field experience with a diverse student population. Grant funds will be used to pay an on-site Internship Advisor during the 2006-07 academic year, and to provide a "Diversity in the Classroom" symposium for the Alternative School's staff as well as IC's pre-service teachers. The students will be reading the book, Teach Me I Dare You by Judith Allen Brough, Sherrel Bergmann and Larry Holt. How does this practice achieve sustainability? This $14,800 grant will support Illinois College's involvement with the "Alternative School" located in Jacksonville. This grant allows the College to hire a certified high need teacher to oversee these pre student teachers. This teacher/advisor will provide support to the students and guide the implementation of their Teacher Work Sample. This program has the support of the college and although the grant helps the initiation of the program, the expectation is to maintain the relationship with the alternative school. What are the results/measurable outcomes? Each student will provide an academic unit for the alternative school students from which pre and post tests will be done to measure academic gain. Pre and post attitude surveys of the pre student teachers will also be done by the Education Department. In addition to the results of the surveys, the department will also measure the number of students who choose to work for a high need school. Contact Information Name: Marjorie Meier Email: mbmeier@ic.edu Phone: (217) 245-3010 70
Direct Connection to Policy Area 2 of The Illinois Commitment Probationary Teacher Induction Program University of St. Francis What issue or need is addressed by the effective practice? The practice addresses the unique and varied needs of the educational constituents involved within the program. Novice teachers require support and practical knowledge when they begin their careers. Focused training during their probationary years is required to move from initial to standard certification. Furthermore, rapidly expanding school districts are in need of opportunities to induct new employees with an understanding of Illinois Professional Learning Standards as well as a common understanding of best practices. Building and district administrators, along with the new teachers and the students they serve, all benefit from an enhanced focus on in-service training. Description of the effective practice: The program is designed to provide specific training sessions throughout a three-year time frame. Beginning teachers attend training in August focusing on the work of Harry Wong. The first year training extends through the school year to focus on such topics as: strategies, policies/procedures, effective communication skills, management techniques, etc. During the next two years, in-service sessions focus on differentiated instruction, brain based learning, strategies to support a balanced literacy and/or current issues for certified support staff. Coordination of the program is identified within the job description of the Director of the Regional Education Academy for Leadership and therefore there are no additional administrative fees incurred by the university. The administration of this program is conducted with the collaborative efforts of both the school district as well as the university partner. Members from the College of Education developed the syllabi for the courses and administrators or content area specialists from the school district conduct the sessions. Participants in the program complete an Instructional Change Document that addresses the outcomes of each particular course. An assessment team from the university is designated to grade the reflection papers and assign grades for graduate level credit. How does this practice achieve sustainability? The administrative costs for the university are sustainable due to the fact that tuition for the courses are paid either personally by the participant or through a contractual agreement with the school district. The sustainability of the project itself is secure due to the continued necessity of inducting new educators into the field of education. The program has been adapted to meet the unique and varied needs of different school districts. Additionally, the University of St. Francis is also preparing to make the courses available on-line. What are the results/measurable outcomes? School District 202 in Plainfield, Illinois has been involved in this project since 2001. Enrollment from that district alone has made significant growth, increasing from 480 to 680 participants yearly. During a four-year period from 2002-2005, surveys were conducted to track perceptions and to assist with developing enhancements for the program. Each year, the reflections have been overwhelmingly positive with educators consistently commenting on a heightened awareness of state standards and research-based best practices. Other noted benefits were direct application to classroom practice, exposure to new resources, and enhanced communication with colleagues. Contact Information Name: Sharon Wysoglad Email: swysoglad@stfrancis.edu Phone: (815) 740-5655 71
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