Tag Archives: Teacher Preparation

“Making Sure Every Student is Seen and Heard:” A Q&A with Executive Director/Principal Ayanna Gore

Ayanna Gore is the Executive Director/Principal of Summit Sierra High School in Seattle, Washington. We interviewed her as part of our Promise in the Time of Quarantine: Exploring Schools Responses to COVID-19 case studies, released today. Unlike many schools that hoped to open their doors for hybrid schooling this year, Summit Sierra made the early decision to open fully virtually. I spoke with Ayanna about what they learned from virtual school last year and how they’re improving upon it now.

When did you know you would be fully virtual and how did that shape planning for this school year?

By the third week of June, we shared with our families that we were planning for a fully virtual online experience. If things changed (due to a vaccine or the governor’s recommendation to reopen), we would set up workstations where families could come in and get in-person support, while learning still occurred virtually. But we committed to a 100% virtual model for consistency.

This meant reshaping our entire new-student and all-student orientation. And for onboarding new faculty, we connected with them a little earlier than we normally do. We had conversations about things like computer/Zoom fatigue, so we built in natural breaks for a schedule that still meets our academic goals. 

It’s about community and making sure every student is seen and heard. That’s how we started our new student orientation. We flipped it from the traditional “here is your schedule, these are your teachers.” We started with every student hearing from our leadership team on our mission and our individual journeys and stories. New and returning students all got interviewed and had time to share their journey and their story. 

Can you share more details of that orientation? Continue reading

5 Recommendations to Make “Learning Pods” More Equitable

Born out of desperation, families across the country are looking outside the school system for safe educational options for their children this fall, often partnering with other families to privately finance small-group learning. These “learning pods,” also referred to as “pandemic pods,” have fomented concerns about equity, since only a fraction of Americans can afford to pay a teacher out-of-pocket. 

But “learning pods” need not be inequitable. With the right blend of volunteerism, leadership, and innovation, learning pods can be a tool for increasing equity while traditional school campuses remain closed to students.

Here’s how:

Ask community spaces to donate meeting facilities

The requirements of social distancing demand more space if all students are to get a full education. Meanwhile, there are churches, temples, community centers, office buildings, and storefronts across the country currently sitting empty, as large gatherings are discouraged, adults work from home, and retailers close up shop. Many of those entities would probably be willing to donate their space to small learning communities at no cost, or in exchange for financial relief on their rent or mortgage payments. 

Expand the pool of potential teachers to enable lower student-teacher ratios

Student-to-teacher ratios are lower today than they were 30 or 40 years ago, but still higher than the number of students we might want to share a learning pod in order to minimize public health risks. According to the National Center for Education Statistics, the average number of students per teacher in 2017 was 16. Including the total number of instructional staff brings that ratio down significantly to 11.7. Add in teachers who have retired or left the profession, substitute teachers, students studying to become teachers, Americorps volunteers, and others and there may just be enough to create learning pods of 10 students or fewer. This could create the conditions for personalized instruction on a scale that’s often been dreamed of but never fully realized.

Continue reading

Early Childhood Educators Face a Complex Path to the Classroom

FYI: We launched a new early childhood newsletter — sign up at http://bit.ly/BellwetherECE

As early childhood leaders and state policymakers focus on the importance of early childhood education, there’s growing recognition that ensuring quality early learning for all children will require growing the supply of well-prepared early childhood teachers. For K-12 teachers, the pathway to the classroom is fairly simple: most teachers earn a bachelor’s degree and acquire a license to teach in their state. For early childhood educators, the route is far more complex. Early learning is provided in a handful of different settings — including state pre-K, district pre-K, Head Start, and community child care — each of which have their own credential requirements of teachers.

At Bellwether, we are proud to partner with early childhood programs, higher education institutions, state and local leaders, advocates, and philanthropic funders to cultivate the early childhood workforce. Through that work we have observed the wide variation that exists in early childhood workforce pathways, both within and across geographies. The graphic below illustrates the typical pathways — and four main entry points — that exist in many states and communities:

graphic illustrating various pathways to an early childhood teaching career

Let’s start at the bottom of the visual and work our way up: Continue reading

New State Policies Enable Teacher Residences: A Q&A with Tamara Azar of the National Center for Teacher Residencies

As my colleagues and I have shown over and over again, teacher residencies, which closely tie teacher preparation coursework with a year-long (frequently longer) classroom experience, are a promising way to prepare a strong and diverse cohort of new teachers. And recent progress in state and federal policy — including additional flexibility from ESSA on how states use Title I, II, and III and IDEA money for teacher professional development — is making it easier for states to implement the teacher residency model.

The National Center for Teacher Residencies (NCTR)*, an organization that provides strategic guidance to its national network of teacher residency programs, is at the center of advocacy for high-performing residency programs. Their programs have a strong track record of working in partnership with high-need schools and districts: 97% of graduates from NCTR network programs teach in Title I schools, which primarily serve kids from low-income backgrounds and kids of color.

I spoke with Tamara Azar, NCTR’s Chief External Relations Officer, about the progress of state policies and the future of teacher residency programs.

This conversation has been lightly edited for clarity and length.

What state policy approaches enable teacher residency programs to proliferate?

We’ve seen at least four different approaches. The first uses policy as the initial driver. I would put Louisiana, West Virginia, and South Dakota in this group. Louisiana launched the Believe and Prepare pilot with a small amount of funding and focused on changing policy first. West Virginia has written policy requiring teacher preparation programs to offer a teacher residency pathway, and given institutions of higher education (IHEs) the flexibility to identify what works within their systems to accomplish this goal. Continue reading

Exploring Pathways Into Early Education: Q&A with Kathy Glazer of the Virginia Early Childhood Foundation

Early educators spend all day building baby brains, setting them up for lifelong learning. You would think, then, that they would be supported and paid accordingly. But, as you already know if you’re a reader of Bellwether’s early childhood work, that’s not the case. Early educators actually make less than animal caretakers and desk clerks

The early childhood field is exploring alternative pathways to better compensate and prepare early educators. One such pathway is an early childhood apprenticeship, like the Registered Apprenticeship initiative offered in Virginia. To understand how this apprenticeship operates, I spoke with Kathy Glazer, the President of the Virginia Early Childhood Foundation (VECF), a key partner in the Registered Apprenticeship program.

This interview has been lightly edited for length and clarity.

Teachers from the ACCA Child Development Center in Annandale, Virginia are celebrated for their completion of early childhood registered apprenticeships at an event in Richmond in March 2019.

Let’s start with the basics. What is the registered apprenticeship and what is VECF’s involvement with it?

The Virginia Early Childhood Foundation leverages a partnership with the Virginia Department of Labor and Industry to facilitate and promote registered apprenticeships for early childhood educators. The program allows early childhood employers — specifically, child care directors — to designate early educator employees as apprentices, or be apprentices themselves. 

Apprentices complete a sequence of coursework and on-the-job training based on an individualized professional development plan. They need to complete a certain number of coursework hours; they receive college credit for those. They’re also paired, one-on-one, with a veteran staff member who mentors them and advises their on-the-job training. It takes about two years to go through the program. 

VECF’s role is to facilitate and shape implementation of the apprenticeship program. We identify potential participants and leverage an existing state-funded initiative, Project Pathfinders, to cover the cost of the required college coursework (tuition, fees, textbooks, etc.) so that there’s no cost for apprentices or their employers.

What do apprentices get after completing the program?  Continue reading